Are CLIL Teachers-to-be Motivated? A Qualitative Study

Abstract

In recent years, CLIL has gained momentum in Europe and many have been the authors who have analysed the relationship between CLIL and motivation. The vast majority of these studies have focused on learner motivation (Doiz et al., Lasagabaster, Lasagabaster and Sierra, Seikkula-Leino). This study aims to redress that balance by examining teacher motivation, more specifically, the extent to which teachers-in-training of CLIL are motivated. Participants are final-year Primary Education degree students at UCLM (M=21.5), who completed an open-ended questionnaire examining both intrinsic and extrinsic motivations. Results demonstrated significantly high levels of intrinsic motivation.