One of the Horizon 2023 objectives, established by the European Union, aims at promoting inclusive skills, cultural awareness, and creativity. In this context, teacher educators are to adopt pedagogical models that pursue the development of these skills to promote students’ development and ability to coexist in the 21st century. In addition to this, there has been an increase in the demand of carrying out content subjects through and additional language during the last decades. This is due to the fact that language is a fundamental tool for future teachers to face the social challenges and changes of the current society (Duff, 2019). Consequently, approaches such as Content Language Integrated Learning (CLIL) are being increasingly applied to foster foreign language learning and practice. This pedagogical model, which has been traditionally built upon the 4c’s framework (content, culture, cognition and communication) (Coyle et al., 2010), emerges as an opportunity to move pedagogic thinking forward (Coyle, 2018).

However, language is not the only aspect to bear in mind to promote pre-service teachers development. For example, pedagogical models such as cooperative learning are said come with the promotion of fundamental skills related to cooperation, among which we may find positive interdependence, individual responsibility, face to face interaction, social skills or group processing (Johnson & Johnson, 1999). In this pedagogical model, students play different roles, acquiring diverse responsibilities (Roger & Johnson, 2009), and their contributions are fundamental to success. Moreover, authors such as Casey and Goodyear (2015) assert that cooperative approaches are essential to promote intellectual development and social relationships.

Against this background, previous literature has started to propose the hybridization of different pedagogical models to make the most of both of them. In fact, when CLIL and cooperative learning are applied together, there is an improvement on social skills and personal efficacy (Valverde-Esteve et al., 2022). Nevertheless, literature on this topic is still scarce, and there is a need to keep on delving into the implications of combining these two approaches.

When pre-service teachers are expected to use a language they do not master and cooperate with other peers, that is to say, when their lessons are carried out through cooperative learning and CLIL; they may be prompted to use their creative skills to success. As we have mentioned before, creativity is one of those skills to be fostered according to Horizon 2023. Creativity may be triggered when one is to face some type of constraint (Torrents et al., 2021) such as a task, individual limitations or the environment (Newell, 1986), which is the case of the students who are performing a task in a foreign language and under personal constraint. In this context, pre-service teachers are to generate diverse responses, which are degrees of freedom (Torrents et al., 2021).

A relevant concept to better understand how the different degrees of freedom may occur is that of the ecological approach (Keay et al., 2019). In the context of a lesson held in a teacher education course, the pre-service teachers’ cultural background, the level of English displayed, or the social relationships will act as entangled constraints. Bearing these ideas in mind, the pedagogical approach use is one of those factors they may have an impact on pre-service teachers experiences and learning, even more if this approach entails relevant constraints such as language use and peer cooperation in a hybridized CLIL-Cooperative Learning course.

This communication aims at examining the experiences and knowledge acquired by the pre-service teachers attending to the Didactics of Physical Education course, which was carried out by hybridizing CLIL and Cooperative Learning.

The research questions guiding this study were: 1-‘What are, according to participant pre-service teachers, the skills, tasks and responsibilities they have carried out depending on the roles played in the hybridized CLIL-Cooperative Learning course?' 2-‘What are, according to participant pre-service teachers, the 4cs (Content, cognition, culture and communication) they have developed in the hybridized CLIL-Cooperative Learning course? Participants and settings 58 pre-service teachers were enrolled in the Didactics of Physical Education course. It was carried out by hybridizing CLIL and Cooperative Learning. Thus, the lessons had English as the vehicular language and the teaching plan was based on the 4C’s framework, meaning that the teacher educator focused on promoting content, cognition, communication and cultural development among pre-service teachers. In addition, pre-service teachers were divided in 12 Cooperative Learning groups. Within each group, every student was to play a different role (i.e. moderator, manager, secretary, carrying up, critic and creative). The language to be used and the roles to be played, thus, emerged as constraints that students had to face during the lessons prompting them to be creative. In the end of the semester, once the course had finished, 42 pre-service teachers (29 female, 13 male) agreed to participate and answer the questionnaire provided by the teacher educator. Data collection Participants of this research answered an individual online survey that included three open-ended questions. Specifically, pre-service students were asked the following questions: ‘What are the cooperative roles that you developed?’ ‘List the responsibilities that you may have developed during this project’ ‘What contents, cognition, culture and communication could you work during this project’? Data analysis We adopted an interpretative approach to data analysis, a double procedure was applied, from inductive to deductive and back again (Patton, 2002). A multiphase analysis was carried out based on an initial open-coding phase and a second axial coding phase. In the first phase, we identified the relevant information related to the skills, tasks, responsibilities and with the 4cs (content, cognition, culture and communication). In the second phase, we searched for additional data that could be relevant to answer the research questions and could help us understand the information gathered in the previous phase. We moved between inductive and deductive reasoning, and two iterations were carried out before engaging in a member checking process, which consisted of providing the participants with the opportunity to confirm their statements and make new contributions if they so desired.

Regarding, the information shared by the participant pre-service teachers, Table 1 shows the results concerning research question 1 and Table 2 focuses on the findings revolving around research question 2. Table 1. Name of the role and the tasks that the students reported to do. Name of the role Tasks Moderator - To explain and verify the roles of each member. - To encourage the team to move forward, verifying the completion of each task. - To control of the time, noise, keep the materials. Manager - To suggest changes, distribute work. - To organize time and materials. - To make sure to follow the timetable and use the right equipment. - To make sure that all the members did they work. Secretary - To interact with the teacher and deliver the tasks. - To make summaries and remember what the pending tasks were. Carrying up - To support the ideas of the members of the group. - To make sure that all members participated equally. - To support contributions and good interventions. Critic - To consider critically issues of different activities. - To show different positions. - To analyse interpersonal relationships within the group. Creative - To design the presentations. - To share ideas for the activities. Table 2. Skills that were developed according to the 4c’s framework. Content Body condition: strength, flexibility, breathing Collaboration, cooperation, teamwork, leadership skills Well-being Creativity Inclusion Games and sports of different countries Body Expression Cognition Problem solving Creating strategies to win the games Thinking with an open mind Attention, perception and reflection Communication Explanation of the activities, motivating and congratulating students Use of specific vocabulary of the tasks Body gestures, body language, eye contact Positive and supportive comments

Acknowledgments This work was carried out under the project CIGE/2021/019, UV-SFPIE_PID-2076400 and BEST (Generalitat Valenciana). References (400 words) Casey, A., & Goodyear, V.A. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67(1), 56-72.Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. CUP. Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176. Duff, P. A. (2019). Social dimensions and processes in second language acquisition: Multilingual socialization in transnational contexts. The Modern Language Journal, 103, 6-22. Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73. Keay, J. K., Carse, N., & Jess, M. (2019). Understanding teachers as complex professional learners. Professional development in education, 45(1), 125-137. Patton, M.Q. (2002) Qualitative Research and Evaluation Methods.Sage: Thousand Oaks, CA, USA. Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor skill acquisition in children: Aspects of coordination and control (pp. 341–360). Martinies NIJHOS. Roger, T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and collaborative learning, 1-21. Torrents, C., Balagué, N., Ric, Á., & Hristovski, R. (2021). The motor creativity paradox: Constraining to release degrees of freedom. Psychology of Aesthetics, Creativity, and the Arts, 15(2), 340. Valverde-Esteve, T., Salvador-Garcia, C., & Ruiz-Madrid, N. (2023). Teaching Physical Education through English: promoting pre-service teachers' effective personality through a learning-practice approach. In: Estrada, J.L. & Zayas, F. (ed). Handbook of research on Training Teachers for Bilingual Education in Primary Schools. Xx-xx. IGI-Global.