Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada Cortina Pérez, Beatriz Pino Rodríguez, Ana María Content and Language Integrated Learning (CLIL) Higher Education Pre-service teacher training This work was supported by the University of Granada, Vicerectorate for Research and Transference [Programme 28. Research Stimulus (Resolution 31st July 2019 – BOJA núm. 150, 06-08-2019)]. 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. 2026-01-21T09:43:58Z 2026-01-21T09:43:58Z 2021-02-21 journal article Cortina-Pérez, B., & Pino Rodríguez, A. M. (2022). Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada. European Journal of Teacher Education, 45(5), 670–688. https://doi.org/10.1080/02619768.2021.1890021 https://hdl.handle.net/10481/110013 10.1080/02619768.2021.1890021 eng http://creativecommons.org/licenses/by-nc-sa/4.0/ open access Atribución-NoComercial-CompartirIgual 4.0 Internacional Taylor and Francis