Student approaches to learning are a key factor in determining learning outcomes in higher education, particularly in teacher education programmes where the development of reflective and autonomous professionals is essential. This study examines second-year Early Childhood Education students’ self-perceptions of their learning approaches prior to the practicum. Data were collected from 311 students across three Catalan universities using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). A quantitative design was employed using a self-report questionnaire to analyse the relationship between motivation, learning strategies, and students’ tendency towards deep or surface learning approaches. The findings reveal variability in motivation and strategy use, with a tendency towards less consolidated deep learning approaches at this stage of training. Differences associated with students’ profiles, particularly age and academic pathways, were also observed, although these should be interpreted with caution. The study identifies key pedagogical factors that may support the development of deeper learning, including the design of practicum seminars that promote reflection, meaningful engagement, and alignment between theory and practice. These results suggest that structured pedagogical approaches, such as constructive alignment, can contribute to fostering reflective, autonomous, and professionally oriented learning in teacher education. By linking students’ learning profiles with curriculum and assessment design, this research contributes to current debates on sustainable teacher education and offers evidence-based guidance for strengthening practicum structures aligned with Education for Sustainable Development and Sustainable Development Goal 4.
Fuertes et al. (Thu,) studied this question.