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In recent years, the need for focused student‑centred teaching in general, and greater and higher quality interaction in particular, has been widely recognized.However, for this to occur in the field of EMI, it is believed that teachers need to undertake some re‑examination of their teaching approaches and/or professional development. The present study carried out in Italy by means of a data‑driven research protocol aims to investigate and improve the professional development of EMI teachers. Results and conclusions will hopefully contribute to further enrich the knowledge‑base of researchers and practitioners working in the field.
Sabato et al. (Fri,) studied this question.
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