How were the “Professional Competency Indicators for CLIL Teachers in Taiwan” developed? What indicators do they include?
During our research, the LTTC research team analyzed domestic and international sources related to CLIL professional competency. We also invited Prof. Vincent Wu-chang Chang (張武昌), the convener of the 12-year Basic Education Curriculum Guidelines, to coordinate discussions with experts in related fields, the representatives of the office of bilingual education, and elementary and high school principals. Our research team also designed surveys to understand the experiences, thoughts, and needs of current bilingual teachers in Taiwan. After integrating the above data and perspectives, we proposed 26 indicators of professional competency. These indicators are divided into four categories: knowledge, teaching, assessment, and professional development. Aside from covering the crucial competencies described in the sources we analyzed, we also aimed to meet the needs of Taiwanese classrooms. To do so, we also added localized indicators, such as translanguaging and co-planning, and marked indicators of advanced skills with asterisks (*). For further details, please see the following or the PDF file.