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An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers’ persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language Integrated Learning (CLIL) as a means of attaining a bilingual education in the second decade of the 21st century, especially the professional development of teachers who work in the given context. In this study, narrative analysis is employed to investigate how teachers’ explicit meaningful experiences lead a teacher to become a CLIL teacher in the Estonian educational settings, and disclose the factors shaping this process. The results reveal a variation in the teachers’ meaningful experiences driven mostly by their context – the type of bilingual program, the status of the foreign language, school support for collaborative practices - as well as a variation in the belief of what constitutes CLIL - views on languages and personal pedagogical beliefs.

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This study investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.

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