Understanding Learning Difficulties- Key Factors Impacting Student Success in Teacher Training

This article explores the learning difficulties experienced by students preparing to become teachers. The investigation is based on a mixed methodology, both quantitative and qualitative, including a questionnaire, semi-structured interviews with teachers, and an analysis of data from the literature. The research examines several factors that lead to learning difficulties, such as: adaptation to a dense, predominantly theoretical curriculum, the lack of practical educational experience in university settings, developing pedagogical skills alongside academic ones, stress during assessment sessions, or managing the anxiety associated with the role of a future teacher. Initial results of this study suggest that cognitive, emotional, and motivational difficulties are exacerbated by the lack of effective support mechanisms, as well as the existence of dissonance between the pedagogical theory taught and the realities in the classroom. The present research contributes to a better understanding of the specific educational challenges of teacher education. It can form the basis for constructing strategies or recommendations for the adjustment of initial teacher education programs in university education.