Abstract

The main aim of this research study is to determine whether practical training influences deep learning in teacher education students at a Chilean university. The methodological design is quasi-experimental and quantitative. The sample consists of 71 undergraduate students enrolled in two different pedagogy degree programs. The instrument applied to assess learning approaches is an updated and adjusted two-factor version of the Study Process Questionnaire. The results show a predominance of the deep learning approach in all cohorts. However, this approach is more developed in students in their final years of their degree programs than in first year students, as there are more upper-level courses with a practical focus than lower-level courses. In conclusion, the results support the need to deepen the development of practical training strategies for the education of future teachers