[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589095-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589095-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","implementation-of-clil-at-technical-university-focusing-on-clil-teacher-profile-research-paper","IMPLEMENTATION OF CLIL AT TECHNICAL UNIVERSITY - FOCUSING ON CLIL TEACHER PROFILE - research paper","","Research examines how CLIL is implemented at the Technical University in Zvolen, Slovakia, with emphasis on the CLIL teacher profile and the readiness of university instructors to apply CLIL in their teaching practice. Using a qualitative design, the study employs SWOT analysis based on structured interviews with 15 teachers of disciplinary subjects. Interviews are analysed across professional background and expertise, methodological preparedness, and language preparedness, identifying strengths, weaknesses, opportunities, and threats. Findings show insufficient language and methodological readiness, while teachers express strong motivation to improve; potential student language deficits threaten CLIL uptake.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/implementation-of-clil-at-technical-university-focusing-on-clil-teacher-profile-research-paper/589095/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/implementation-of-clil-at-technical-university-focusing-on-clil-teacher-profile-research-paper/589095.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the study on CLIL implementation?","Question",{"text":63,"@type":64},"The study focuses on CLIL implementation at the Technical University in Zvolen, specifically the CLIL teacher profile and university teachers’ preparedness to apply CLIL in teaching practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was teacher preparedness assessed in the research?",{"text":68,"@type":64},"A qualitative approach was used, employing SWOT analysis based on structured interviews with 15 university teachers who teach disciplinary subjects.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the results indicate about teachers’ readiness for CLIL?",{"text":72,"@type":64},"The results indicate a general lack of language and methodological preparedness, although all interviewed teachers were eager to improve and acknowledged the importance of language knowledge.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589095,1792190833,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286 .240313  \nIMPLEMENTATION OF CLIL AT TECHNICAL UNIVERSITY  \nFOCUSING ON CLIL TEACHER PROFILE  \nJaroslava Štefková1, Zuzana Danihelová2, Elena Kováčiková3  \n1,2Technical University, Zvolen, Slovakia  \n3 Constantine the Philosopher University, Nitra, Slovakia [stefkova@tuzvo.sk](stefkova@tuzvo.sk)  \nThe submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analysing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students'insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.  \nKeywords: CLIL teacher profile; tertiary education; SWOT analysis.  \nIntroduction  \nIn the educational practice, teachers have been looking for the way which would be most fruitful towards their students and their self-satisfaction. In the second half of the 1990s, a new approach called CLIL (Content and Language Integrated Learning) emerged in Europe. It was also promoted by the plurilingualism movement in the European Union and covered in the Council of Europe when students should attain two foreign languages in their education. CLIL was ideal for employing the foreign language even in a content-subject lesson, so the students were exposed to the foreign language outside of language education. Adding the content to the language was also a great combination considering the language of professionals or academic field and improving the chances to study or work abroad, getting more information within the field of interest.  \nAlthough CLIL methodology focuses on learners more than the teacher, the teacher remains crucial in the pedagogical process. The teacher is mainly understood as \"the knowledge-owner.\" However, CLIL expands the teachers' roles into facilitators to the students' learning tasks, investigators of the new information, teaching-learning material creators, promoters of CLIL, and many more. Though, the aim of this article is to address one of the crucial elements of CLIL lessons execution – the profile of the CLIL teacher. It is necessary to describe the starting state of a teachers' skills and needs to design an effective way to implement CLIL. Based on the research, we can state the following pillars of CLIL teachers – the discipline knowledge, pedagogical experience and skills, and finally, language proficiency. There are also mentioned some difficulties CLIL teachers face, including a dramatic increase in the workload and interpersonal clashes on CLIL implementation. Moreover, some authors mentioned the necessity to address the relationship between management and the teachers. On the other hand, the literature primarily deals with the description of the experience of teachers at the primary and secondary levels wh","cbCaili0dZZXEVs2","https://ap.wps.com/l/cbCaili0dZZXEVs2","pdf",681046,14,"English","# Introduction\n# Literature review\n# Research methodology\n## Sample and interviews\n## SWOT analysis framework\n# CLIL teacher profile dimensions\n## Professional background and expertise\n## Methodological preparedness\n## Language preparedness\n# Findings and discussion\n## Strengths, weaknesses, opportunities, threats\n## Implications for CLIL implementation","[{\"question\":\"What is the focus of the study on CLIL implementation?\",\"answer\":\"The study focuses on CLIL implementation at the Technical University in Zvolen, specifically the CLIL teacher profile and university teachers’ preparedness to apply CLIL in teaching practice.\"},{\"question\":\"How was teacher preparedness assessed in the research?\",\"answer\":\"A qualitative approach was used, employing SWOT analysis based on structured interviews with 15 university teachers who teach disciplinary subjects.\"},{\"question\":\"What did the results indicate about teachers’ readiness for CLIL?\",\"answer\":\"The results indicate a general lack of language and methodological preparedness, although all interviewed teachers were eager to improve and acknowledged the importance of language knowledge.\"}]","IMPLEMENTATION OF CLIL AT TECHNICAL UNIVERSITY - FOCUSING ON CLIL TEACHER PROFILE - research paper | PDF",1792066542,35]