## 3 Results
### Practice Opportunities Give Rise to Opportunities to Promote Lifelong Learning Tendencies
#### 3.1.4 Semi-Structured Interviews  
Pre-service teachers recognized plan for teaching, simulation of teacher's role, performance of in-service teachers' duties, and feedback during performance as practice \begin{table}
\begin{tabular}{c c c c c c c c} \hline  & **RMSE** & **90\% CI RMSEA** & **CFI** & **TLI** & **GFI** & **SRMR** & **df** & \(\chi^{2}\) \\ \hline Practice opportunities & & 0.032 & & & & & & \\ Opportunities to promote lifelong learning tendencies & 0.048 & 0.063 & 0.949 & 0.938 & 0.995 & 0.049 & 99 & 151.444 \\ \hline \end{tabular}
\end{table} 
Table 2: Model fits indices. Figure 3: Practice opportunities give rise to opportunities to promote lifelong learning tendencies. opportunities most frequently offered by teacher educators. Most of pre-service teachers mentioned them as a whole. _\"... simulations that we have done on campus based on the lesson plans that we carried out have been very enriching for my education. You have the freedom to make mistakes, and the teacher who is observing you corrects them and tells you how you can improve. Also, in a certain way, it exposes us to a real context. Our classmates take the role as children. Sometimes, it happened to me that my teachers also acted as children, which made me feel like I was at school, like doing class. I think that has been the most enriching thing for my education because we practice and internalize ourselves as teachers.\"_ (pre-service teacher 5)  
Pre-service teachers identified opportunities to promote lifelong learning tendencies in the learning activities and the assessment tasks performed on campus. Curiosity: _\"When we are planning our lessons, I look for more information than that given to us.\"_ (pre-service teacher 1)  
Motivation: _\"The teacher educator arrives with her photos and says this was my assessment, and that is how it worked, and that is how the children reacted, and this was wrong, and this is what I improved. That makes us feel like we are in the field. That is the way to motivate us.\"_ (pre-service teacher 8)  
Perseverance: _\"It was not an easy task. We got angry because, after the feedback, we had to modify what we did. When that moment of frustration passed, it was like, 'Now let us think, what can we do? How do we continue?' We really cared about it, and we spent the whole day working on the project.\"_ (pre-service teacher 4)  
Learning regulation: _\"Before starting the task, you read the rubric and try to understand it. If you did not understand something, you wrote it down to ask later or sent an email to ask. At least in my case, I took the rubric and began to look at it: 'Let me see... this part, I would have the full score if I had done so and so,' and I start to verify, 'Oh, I'm missing this part.\"_ (pre-service teacher 6)  
Pre-service teachers established spontaneous connections between some practice opportunities and some opportunities to promote lifelong learning tendencies. For instance, they mentioned that in the instructions, the teacher educators invited them to be curious, look for new ways of doing things, and go beyond what was known or what they had been taught. _\"The teacher educator said, 'You don't must create a guide or a PowerPoint presentation.' We became anxious because we didn't know what to do. We talked it over with my partner and decided to design a game in which students roll some dice, run and answer questions. We came up with five different games. Since then, I always propose various things in the lessons that I plan.\"_ (pre-service teacher 8)  
_\"For a task, the didactic teacher said that if we wanted, we could use an innovative format, i.e., a video or whatever we wanted. I made a podcast. I spoke for 5 min on the selected subject. She told me to use it in my future lessons because it was very good.\"_ (pre-service teacher 2)  
Another relationship that pre-service teachers mentioned was that performing in-services duties generates motivation to learn and enthusiasm for the profession.