Transformative impact of pre-service CLIL science workshops on pedagogical content knowledge and language teaching competencies

Cheng-Ji Lai and Ying-Feng Wang ()
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Cheng-Ji Lai: National Taichung University of Education
Ying-Feng Wang: National Taichung University of Education

Palgrave Communications, 2025, vol. 12, issue 1, 1-11

Abstract: Abstract While pedagogical content knowledge (PCK) and The Language Triptych (i.e., Language of Learning, Language for Learning, and Language through Learning) provide new insights into Content and Language Integrated Learning (CLIL), little research exists integrating this knowledge into CLIL preservice teacher education in Taiwan. Grounded in Transformative Learning Theory, this study aimed to explore the impact of a CLIL science PCK and language teaching preparation workshop on preservice teachers’ competencies in PCK and language teaching skills with a focus on the transformative potential of these interventions. Using a mixed-methods research design, the study involved 15 sophomore preservice CLIL science students from a Taiwanese university. Data were collected through pre- and post-workshop online microteaching sessions, written tests, and surveys, all of which assessed participants’ PCK and language teaching competencies. The analysis of the pre- and post-workshop online microteaching sessions revealed significant improvements across all assessed criteria and suggested a positive transformation in participants’ pedagogical and language teaching competencies. These changes mirrored important aspects of transformative learning with changes in pedagogies and content and language integration. According to the written tests, the participants made significant advancements in understanding CLIL methodologies as well as strategies for teaching language. Participants’ evolving perspectives on CLIL science teaching and increased emotional awareness pointed to their growing preparedness for classroom implementation. Participants’ responses in the survey reflected a noticeable shift in their perceptions of CLIL science teaching and emotional awareness, which highlights their increased readiness to adopt CLIL practices. The results show the training needs of CLIL preservice science teachers in Taiwan and offer practical strategies for designing effective training programs.

Date: 2025
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DOI: 10.1057/s41599-025-04917-6

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