Future teachers will face challenges in their profession, as they navigate the continuous evolution of knowledge (Himmetoglu et al., 2020) and guide scholars to thrive in a technological, dynamic and unpredictable world (Altan and Lane, 2018). Thus, pre-service teachers may be trained to teach effectively in uncertainty contexts (Ramírez-Montoya et al., 2021). To achieve this, teacher education programs must update their educational models, transitioning from content delivery to the development of relevant skills and attitudes (Goh and Abdul-Wahab, 2020), especially those that align with lifelong learning (Finsterwald et al., 2013; Bennet and Moriarty, 2016; Hahl and Mikulec, 2018; Nutov, 2019).

Lifelong learning dispositions encompass various traits such as curiosity, motivation, perseverance, and self-regulation of learning (Solmaz and Aydin, 2016). To foster these volitional elements, they need to be regularly addressed in the curriculum (Fonseca-Chacana, 2019). It is not merely about including some anecdotal activities or relying on extracurricular experiences; instead, they should be intentionally planned, implemented, and evaluated along formative programs (Ozen et al., 2016). Previously, it has been shown that lifelong learning dispositions are cultivated in practice-based curriculum (Murdoch-Eaton and Whittle, 2012). Furthermore, when practice takes a central role in teaching, such as in sport academy or medical school, feedback enhances curiosity (Metcalfe et al., 2022), motivation (Gan and Liu, 2021), perseverance (De Meester et al., 2022), or self-regulation of learning (Murphy et al., 2015).

Over the past decade, teacher education programs have made efforts to transition toward practice-based curriculum (Grossman et al., 2009b; Windschitl et al., 2012; Muller et al., 2016; McCray et al., 2017; McLeskey et al., 2017; Grossman, 2018). Significant progress has been made in the implementing enactment pedagogy, which involves the decomposition, representation and approximation of educational practices (Grossman et al., 2009a; Danielson et al., 2018). Practice learning occurs both during fieldwork (practicum in schools) and campus coursework. Thus, practice-based curriculum provides pre-service teachers with multiple opportunities to gain insights into the exercise of teaching (Amador, 2017; Davis et al., 2017; Dotger et al., 2018; Wang et al., 2019). In practice-based curriculum, feedback is critical both for enhancing pre-service teachers’ learning and for modeling what they will have to do as practicing teachers (Engin, 2013; Hattie and Clarke, 2018; Sayeski et al., 2019; Torres et al., 2020; Adalberon, 2021). To our knowledge, the impact of feedback on the development of lifelong learning dispositions in practice-based teacher education has not been explored.

The aim of this study was to investigate whether, within a practice-based curriculum, feedback on assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, the following research questions were formulated:

Practice-based curriculum provide substantial opportunities for pre-service teachers to cultivate lifelong learning dispositions. Quantitative findings shown in Figure 1 revealed that pre-service teachers recognize frequent opportunities, facilitated by teacher educators in didactic and practice courses, to development curiosity, motivation, perseverance and self-regulation of learning. The significance of addressing lifelong learning dispositions within the curriculum has been emphasized in previous research (Fonseca-Chacana, 2019). The development of these dispositions is embedded within the framework of practice-based curricula (Murdoch-Eaton and Whittle, 2012). An interesting outcome of the present study is the near-unanimous recognition by pre-service teachers that they have been actively prompted by teacher educators to take actions based on the received feedback. Underscoring the role of practice-based teacher education curriculum in cultivating core teaching practices but also in facilitating the progression toward mastery (Windschitl et al., 2012; Forzani, 2014; Grossman, 2018; Grossman et al., 2018). Thus, the incorporation of feedback into learning cycles of practice contributes to the attaining of practices (Bottoms et al., 2015; Ghousseini et al., 2015; Kazemi et al., 2016) and aids pre-service teachers to understand the complexity of teaching (DeGraff et al., 2015). This research further underscores the comprehensive approach adopted by practice-based curricula in preparing pre-service teachers to not only grasp the fundamentals of teaching but also to internalize the spirit of lifelong learning during their educational journey.

Feedback on assessment tasks performed during campus coursework within a practice-based curriculum promotes lifelong learning dispositions in pre-service teachers. The analysis of the feedback messages provided during and after assessment tasks revealed that teacher educators foster those dispositions. Likewise, pre-service teachers interviewed stated that feedback on assessment tasks enable them to cultivate curiosity, motivation, perseverance and self-regulation of learning, either one at a time or simultaneously. This agrees with previous reports where the interplay between feedback and lifelong learning dispositions has been demonstrated in context different than teacher education (Pastore et al., 2019; Gan and Liu, 2021; De Meester et al., 2022; Metcalfe et al., 2022). The fact that single feedback might promote simultaneously curiosity, motivation, perseverance and/or self-regulation prompts a reflection on the holistic nature of lifelong learning dispositions. They form an interconnected and dynamic tapestry, wherein each disposition can interact synergistically, either concurrently or sequentially (Sadler, 2002). Thus, a comprehensive approach that acknowledges and nurtures the interconnectedness of dispositions could be pivotal in fostering a true culture of lifelong learning.

To promote lifelong learning dispositions in pre-service teachers, feedback on assessment tasks performed during campus coursework within a practice-based curriculum must be tied to authentic tasks. Pre-service teachers interviewed referred that the performance of practical tasks are opportunities to fail and the received feedback guides them in making necessary adjustments and improvements. This process fosters motivation, perseverance, and self-regulation of learning. Previous research suggests that practical tasks offer chances for teacher educators to provide feedback on pre-service teachers’ practical competencies, resulting in greater learning (Allen and Wright, 2014; Sayeski et al., 2019). In higher education, it has been shown that simulations and its feedback have a motivational impact (Agricola et al., 2020). Gan et al. (2018) indicated that feedback geared toward professional tasks triggers positive motivational processes. On another hand, Bargh et al. (2001) highlighted the role of feedback in promoting goal-directed actions and task persistence. Therefore, feedback concerning future professional performance, such as simulating the roles of teachers, enables pre-service teachers to put in action and foresee the lifelong learning dispositions.

To foster lifelong learning dispositions in pre-service teachers, the provision of feedback on assessment tasks undertaken during campus coursework within a practice-based curriculum should encompass input not only from teacher educators but also from peers. The value attributed to peer feedback by pre-service teachers is noteworthy. Also, they recognized that peer feedback enhanced their motivation and self-regulation of learning. The practice learning cycle give multiple opportunities for peer feedback (Matsumoto-Royo and Ramírez-Montoya, 2021). To facilitate this exchange, teacher educators should create a supportive environment and provide explicit guidance for the effective integration of peer feedback (Gan and Hill, 2014). As emphasized by Hattie et al. (2011), this involves instructors offering precise directives on delivering feedback that is timely, contextually relevant, and tailored to the specific task at hand. When peer feedback includes achieved aspects and areas for improvement, it enhances self-regulation of learning (Allen and Wright, 2014; Wisniewski et al., 2020). Other studies underscore the substantial positive impact of peer feedback on student motivation (Cui et al., 2021). The facilitation of peer feedback will be an effective strategy to foster lifelong learning dispositions.

To promote lifelong learning dispositions in pre-service teachers, feedback on assessment tasks performed during campus coursework within a practice-based curriculum should incorporate both positive and negative comments, along with practical advice. Messages provided by teacher educators included suggestions for future undertakings. These suggestions were precise, supplemented with examples or innovative ideas, and were communicated as invitations (e.g., “Perhaps you could…,” “It is a good idea”) rather than mandates. Pre-service teachers interviewed not only value positive feedback but also discern the worth of both affirmative and constructive comments, comprehending their import. Previous research has demonstrated that individuals tend to be more receptive to feedback when it encompasses a balanced combination of positive and negative messages, increasing the likelihood of embracing novel ideas and input (Harrison and Dossinger, 2017). The findings by Guo and Wei (2019) align with this perspective, indicating a correlation between congratulations and increased motivation. It is pertinent to acknowledge that feedback pertaining to areas of improvement can serve as motivation when perceived by pre-service teachers as a valuable contribution to their learning. Customizing feedback to cater to individual students is widely acknowledged as an effective practice (Grainger, 2015), and our study underscores the significance of pre-service teachers feeling well-supported by feedback to bolster their motivation. Drawing on the groundwork laid by Harrison and Dossinger (2017), effective communication strategies employed by teacher educators can foster a spirit of exploration through a combination of constructive and positive performance messages. This approach augments the probability of feedback being embraced and thoughtfully considered by its recipients. In the pursuit of cultivating lifelong learning dispositions, encompassing motivation and self-regulation of learning, it is imperative to factor in the “tone” within which feedback is delivered. These traits flourish in an atmosphere devoid of threats, one that upholds respect for students. Such an environment not only nurtures growth but also reinforces the commitment with lifelong learning.

The role of feedback extends beyond its immediate impact, encompassing the preparation of teaching skills and the acquisition of classroom data collection techniques through insights from future students (Snead and Freiberg, 2019). Consequently, as teacher educators integrate and deepen the principles of feedback for lifelong learning within teacher education programs, pre-service teachers not only glean insights from the feedback they receive but also undergo a transformation into educators committed to lifelong learning. This transformation equips them not only to draw lessons from feedback but also to proficiently deliver feedback to their future students. The reciprocal relationship between effective feedback and the cultivation of lifelong learning dispositions thus becomes a cornerstone of the teacher education process. By nurturing this synergy, we empower pre-service teachers to become facilitators of continuous learning in their classrooms, thereby perpetuating a cycle of growth and development for generations to come.

The study’s composition of pre-service teachers was primarily composed of women, reflecting a prevalent trend in the country where the research was conducted. However, it is important to acknowledge that this composition might not accurately mirror the demographic diversity present in teacher education programs across other countries. Furthermore, the selection of assessment tasks, while randomly chosen and centered on common practice-promoting formats, may not fully encapsulate the range of prevalent tasks within different programs. Another limitation pertains to the MLTA instrument, which addresses dimensions of lifelong learning specifically within the context of teaching and assessment activities. This specialization might constrain the instrument’s applicability to other contexts where the emphasis on teaching and evaluation differs. Moreover, it’s important to note that the qualitative insights delving into the relationship between feedback and lifelong learning dispositions were derived from a relatively smaller pool of interviews and assessment tasks. While these qualitative findings provide valuable depth, the sample size might influence the generalizability of the conclusions drawn. Lastly, the data collection methods, including questionnaire administration and interviews, were conducted through digital platforms. Additionally, the recording of “unwritten” assessment tasks on the Zoom platform might inadvertently omit certain nuances and interactions that are not readily apparent in this digital format.

In sum, these limitations provide contextual boundaries to the study’s findings and highlight the necessity for future research to explore these facets across broader demographics, diverse assessment task formats, and varied instructional contexts, employing a range of data collection methods to ensure a comprehensive understanding of the interplay between feedback and lifelong learning dispositions.

This research was undertaken to address the following key questions: (i) Does practice-based curriculum provide opportunities for pre-service teachers to develop lifelong learning dispositions?, (ii) Does feedback on assessment tasks performed during campus coursework within a practice-based curriculum promote lifelong learning dispositions in pre-service teachers?, (iii) How should feedback on assessment tasks performed during campus coursework within a practice-based curriculum be delivered to promote lifelong learning dispositions in pre-service teachers? To address these inquiries, a mixed-methods approach was employed, incorporating quantitative data on pre-service teachers’ perceptions of opportunities for fostering lifelong learning dispositions during campus coursework. This quantitative analysis was subsequently enriched through qualitative exploration, involving an examination of feedback provided on assessment tasks and in-depth interviews with pre-service teachers.

The joint analysis of the quantitative and qualitative data unveiled interesting found. Firstly, it established that practice-based curricula indeed offer avenues for pre-service teachers to nurture lifelong learning dispositions. Secondly, it underscored the role of feedback on assessment tasks during campus coursework in promoting one or more lifelong learning dispositions among pre-service teachers. Additionally, the analysis elucidated the qualities and conditions associated with effective feedback that facilitate the cultivation of these dispositions. Notably, feedback that is linked to authentic tasks, furnished by both teacher educators and peers, and incorporates a blend of positive and negative comments alongside practical guidance emerges as a key contributor.

This research significantly enriches the scholarly discourse by furnishing detailed empirical evidence on the potential of lifelong learning dispositions within the context of practice-based teacher education. It deepens our comprehension of the feedback mechanisms that operate for pre-service teachers within assessment tasks during campus coursework, along with identifying the specific qualities and conditions of such feedback that foster lifelong learning dispositions.

Moreover, the findings of this research hold practical implications. They advance the progress of teacher educators by offering guidance on optimizing their learning assessment processes. Adhering to the guidelines concerning feedback and its application in teacher education programs can effectively contribute to the development of educators who are adept at nurturing and supporting lifelong learning through feedback within their future students.

As we peer into the future, it is imperative for forthcoming research endeavors to delve deeper into the continuous evolution of lifelong learning dispositions among pre-service teachers. This exploration should encompass a comprehensive examination of how these dispositions are intricately intertwined with the nature and quality of feedback they receive. The interplay between the feedback’s content, delivery, and the conditions under which it is provided merits thorough investigation.

Furthermore, a holistic understanding of this dynamic process necessitates the inclusion of diverse perspectives from various stakeholders who contribute to the formative development of teachers. This deeper comprehension can potentially guide the refinement of educational programs, instructional strategies, and feedback frameworks, fostering an educational ecosystem that is optimally conducive to the sustained growth of these critical dispositions.

Ultimately, as the educational landscape continues to evolve, this comprehensive exploration promises to illuminate pathways for both practitioners and policymakers to foster a generation of educators who embody and transmit the spirit of lifelong learning, thereby enriching the future of education and its impact on learners around the globe.

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

The studies involving humans were approved by Comité de ética Universidad del Desarrollo. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.

KM-R, MR-M, and PC contributed to conception and design of the study, and wrote sections of the manuscript. KM-R organized the database. KM-R and PC performed the statistical analysis and wrote the first draft of the manuscript. All authors contributed to manuscript revision, read, and approved the submitted version.

The authors wish to acknowledge in the production of this work, the financial and technical support of the Writing Lab. TecLabs of Tecnologico de Monterrey and financial support through the “Challenge-Based Research Funding Program 2022”. Project ID # I001-IFE001-C1-T1-E of Tecnologico de Monterrey, Mexico.

The authors declare that the research was conducted without any commercial or financial relationships that could be construed as a potential conflict of interest.

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.