Desvendando CLIL no Brasil: Course Participants’ Experiences of an Online CLIL Teacher Education Programme During the Covid-19 Pandemic

As a pedagogical innovation, CLIL has only recently made it to Brazil. Unsurprisingly, little has been done in the way of implementing and researching CLIL teacher education initiatives locally. This chapter aims to discuss the preliminary findings of an ongoing research study whose aim was to, over the course of six months, delve into participants’ (n = 33) lived experiences of an online, no-cost CLIL teacher education programme offered locally. To identify the changing perceptions of CLIL of participants enrolled in the programme, pre-post course surveys using both likert-scale and open-ended questions were administered; additionally, participants were asked to, at specific points throughout the course, write an essay and a reflective paper, as well as design a lesson plan. By means of qualitative data analysis (thematic analysis), this study’s preliminary findings suggest that participants’ perceptions of CLIL deepened as the course progressed, recognising the multidimensionality of CLIL as well as understanding practical challenges. In examining CLIL teacher education in the Brazilian context, this chapter contributes to a locally-informed view of educators’ realities and needs, with an eye toward the improvement of CLIL teacher education offerings globally.