Abstract
In the era of immense possibilities of digital sharing, there is a need for reflecting on the limitations of shared materials. Within the context of Content and Language Integrated Learning, this paper focuses on the usefulness of shared lesson plans, as perceived by mathematics teacher-trainees at the end of their CLIL methodology training.
An online questionnaire is complemented by an open-question survey to establish the benefits and pitfalls, the data is being related to CLIL theory and methodology and compared to lesson plans that the students created at the end of their CLIL methodology training during their Mathematics teacher training at the Faculty of Education. The research shows significant discrepancies among the sets of data, draws implications for designing a CLIL-lesson plan analytical tool, and future areas of investigation are suggested.