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This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers’ self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic, pedagogical, scientific knowledge, organizational, interpersonal, collaborative, and reflective. Six electronic databases were used, and a forward and backward search was conducted. After considering inclusion criteria, 43 articles were included, with 33 studies for teachers’ needs, nine for professional development, and one for accounting for both. The findings of the review showcase that not all competences have received equal coverage in the literature. In some cases, teachers’ reported needs within a ­competence were not addressed in the professional development literature. Further, the reports of many ­competences seem to be general, suggesting future work may need to examine each competence in more depth.

This autoethnographic study reports on a team-teaching experience in a bilingual education class in Taiwan. For decades, governments in East Asia have promoted team teaching between a native English-speaking teacher (NEST) and a local teacher (LT) in English as a foreign language (EFL) classrooms. These programs are now expanding to include bilingual education academic subject classrooms. With this expansion, there is a need for scholarship to inform bilingual education team-teaching professional development (PD). The author, a NEST and teacher educator, collaborated with a science LT for a 4-week bilingual science unit. The purpose of the inquiry was to use the experience to propose a set of competencies to inform team-teaching PD. Data were collected through class video recordings, a reflective journal, and the LT's written reflection, which were analyzed through a lens of seven teacher competences. Despite both teachers' extensive knowledge and experience, the study revealed the need for skills within each competence unique to bilingual education collaborations. These findings were used to propose a set of ten competencies that may be used to guide PD for team teachers in bilingual education.