Navigating Transitions in Teacher Education: Examining EFL Pre-Service Teachers’ Profiles for Effective Lifelong Learning: A Case Study at ENS,University Mohammed V,Rabat,Morocco

Abstract

This study investigates the profiles, motivations, and career aspirations of English as a foreign language (EFL) pre-service teachers (PSTs) within the context of global educational transformations. Emphasizing lifelong learning, it examines how early collaborative professional development shapes preparedness and professional accountability. Using a descriptive correlational design, data were collected from 120 PSTs at ENS, Mohammed V University, Morocco, through a closed-ended Survey assessing professional challenges and learning motivation. Descriptive statistics and correlational analysis were applied. Findings reveal a significant positive relationship between professional development challenges and lifelong learning motivation, highlighting the need for targeted training programs to support evolving educational demands.

Keywords

EFL pre-service teachers’ profile lifelong learning collaborative professional development disrupted education

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