## 3 Results
### Practice Opportunities Give Rise to Opportunities to Promote Lifelong Learning Tendencies
#### 3.1.4 Semi-Structured Interviews
_\"In Geometry, the teacher educator gave us a two-part assessment: one was a quiz related to class contents, and the other was to plan a lesson or to develop an activity. She gave us the learning objective, and we had to create an activity, a game. This second part brought me closer to my teacher's role. I thought, 'How do I work this content? How do I make it entertaining for children? How do I get the children's attention?\"_ (pre-service teacher 1)A third relationship mentioned by pre-service teachers was that demonstrating teaching practices was a challenge that sometimes frustrated and even paralyzed them. Nevertheless, they persevered, searching several sources, taking ideas from different actors, or using unique tools. _\"We can manage the content, but putting it into practice is difficult. It takes a lot of creativity and imagination to bring it to the children. We searched for ideas on the internet and in the bibliography. The teacher educators always gave us practical examples. I also believe that something key is the contribution of the group. Classmates provide things that you do not have. Thus, we get a better result.\"_ (pre-service teacher 4)  
Pre-service teachers recognized that simulations and the feedback performed by peers and teacher educators during or at the end enhanced their learning regulation. _\"Simulations are crucial for our development as teachers. Nobody interrupts you. You are in the context. Everybody supports you. The best is that, in the end, they give you both positive and negative feedback. I think that's where you learn the most: 'I have to improve this; I have to change this. This is fine. I could do this better.\"_ (pre-service teacher 1)  
Characteristics of Practice Opportunities That Become Opportunities to Promote Lifelong Learning Tendencies  
Semi-Structured Interviews  
Pre-service teachers identified practice opportunities systematically throughout their programs. Additionally, when faced with classroom work, they increased their commitment to continuous learning. _\"We always simulate, plan lessons, participate in workshops... always, perhaps less in the first year. It is key to learn the contents and then put them into practice.\"_ (pre-service teacher 1)  
_\"The teacher educator told us that we had to think that we were going to teach the content. She said that we had to learn it well because we would need it tomorrow. The same thing happened for story reading with another teacher educator. Also, with the Sciences teacher educator, and with Math teacher educator and English teacher educator.\"_ (pre-service teacher 1)  
_\"Most of the teacher educators tell us to read the feedback. In our program, feedback is very internalized. They give us feedback in every activity: in interventions, simulations, and assessment tasks, and we have to give feedback to children.\"_ (pre-service teacher 7)  
Pre-service teachers stated that clear instructions and effective rubrics associated with practice opportunities were relevant to their education because they allowed them to autonomously anticipate and adjust their learning and practical performances. _\"It's like our map, like our guide. Every time we must do a task, we look at the rubric, guideline, or something that tells us the expected performance. I paste the relevant part of the rubric; that way, I guide myself because you deviate from the subject when you write. We keep it in mind all the time.\"_ (pre-service teacher 8)  
Pre-service teachers highly valued the feedback received in the learning activities and assessment tasks that included practice opportunities focusing on performance, mobilizing them and eliciting reflection. _\"My classmates told me, 'Good tone of voice, funny cards.' Also, they told me that I did it very well, that I selected the number of words to keep students attentive and not bore them. Also, the teacher educator tells me that my initiations of getting on a bike, making the truck look big, and all that stuff had been very good. What they said made a lot of sense to me, both good and bad things.