@misc{10481/110013,
year = {2021},
month = {2},
url = {https://hdl.handle.net/10481/110013},
abstract = {Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today’s pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the University of Granada (Spain) to evaluate how CLIL teachers’ competences are perceived by Preschool Pre-service teachers. A total of 105 participants completed the online Likert-scaled questionnaire based on two dimensions of the CLIL Teacher’s Competence Grid. Frequencies, inferential, correlational and regression analysis were conducted to shed light on students’ self-assessment as future CLIL teachers in the Preschool stage. Results suggest that pre-service teachers do not yet feel prepared to become Preschool CLIL practitioners, and their level of CLIL communicative skills is a predictor of their knowledge about CLIL.},
organization = {University of Granada, Vicerectorate for Research and Transference},
publisher = {Taylor and Francis},
keywords = {Content  and  Language  Integrated  Learning  (CLIL)},
keywords = {Higher Education},
keywords = {Pre-service teacher training},
title = {Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada},
doi = {10.1080/02619768.2021.1890021},
author = {Cortina Pérez, Beatriz and Pino Rodríguez, Ana María},
}