## 4 Discussion  
The knowledge and skills mastery of today's professionals could be irrelevant or wrong in the future. For teachers, this is doubly important because this condition their work and their students'. Today more than ever, a teacher must have the skills to keep pace with advances and innovations in their professional field and the areas of interest of their students [86]. Universities cannot anticipate or prepare new teachers for the multiplicity of challenges they will encounter when practicing the profession. However, they must offer them opportunities to promote lifelong learning tendencies. Through the pre-service teachers' perceptions, this study aimed to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. For this, two research questions were explored:  
Research question 1: Do practice opportunities provided by teacher educators in learning activities and assessment tasks performed through campus coursework promote curiosity, motivation, perseverance, and learning regulation? Pre-service teachers enrolled in the study recognized that, through campus coursework, they had opportunities to practice teaching. In the questionnaire, they affirmed that teacher educators incorporate practice opportunities very frequently or frequently in learning activities and assessment tasks (Figure 1). In the interviews, this high frequency was ratified, and pre-service teachers identified the plan for teaching, simulation of the teacher role, performance of in-service teachers' duties, and receiving feedback during the performance as the more offered practice opportunities. Those are fundamental practice opportunities in practice-based curricula [48; 50]. Thus, effectively, the studied population was trained in a practice-based curriculum initially designed by the educational institution offering the programs. Interestingly, the three programs in this research give pre-service teachers opportunities to promote lifelong learning tendencies, even though the curriculum does not explicitly state it. Pre-service teachers mentioned that very frequently or frequently, they had opportunities to promote it (Figure 2). In the interviews, they reported numerous and varied instances when the teacher educators provoked their curiosity, motivation, perseverance and learning regulation. This aligns with the proposal that teaching programs can potentiate lifelong learning when they offer pre-service teachers' the opportunities to think as they practice, look for new interpretations, and take action [19; 32]. So, in practice-based teacher education, the opportunities to promote lifelong learning tendencies seem to be implicit in the curriculum. A causal relationship between practice opportunities and opportunities to promote lifelong learning tendencies was found. The former constitutes a significant predictor of the latter (see Table 2 and Figure 3). When exploring this causal relationship in-depth, one can find specific correlations. Pre-service teachers spontaneously commented that (i) when delivering instructions, teacher educators provoke curiosity; (ii) the performance of the learning activities and assessment tasks in the context of in-service teaching motivated them to learn and reinforced their vocation; (iii) the challenge of demonstrating theory learned by applying it forces them to persevere; (iv) simulations and feedback promoted regulation of learning. Previous studies showed neither the global nor the parity-specific associations found in our study. The most similar findings are from [PERSON] and [PERSON] [14], who proposed that lifelong learning tendencies are favored when programs offer learning activities that place pre-service teachers in authentic roles, where they solve real problems or create applicable products. [PERSON], [PERSON], and [PERSON] [87] concluded that simulations allow pre-service teachers to self-regulate their emotions but do not refer to the learning regulation.