Learning experiences and professional development among future educators. Evidence from a Pre-Post study
DOI:
https://doi.org/10.7346/sird-012026-p126Keywords:
Higher education, Professional development, Career management skills, Professional identity, Pre–post study, formazione universitaria, sviluppo professionale, career management skills, identità professionale, studio PrePost.Abstract
This contribution examines the relationship between learning experiences and the professional development of university students enrolled in a course within the Bachelor’s Degree Programme in Educational Sciences. The study adopts a Pre-Post research design aimed at investigating changes in students’ perceptions across four dimensions of professional development: selfassessment
and selfdevelopment; developmental stages; learning perspective; and professional identity and career orientation under the Career Management Skills framework. Data were collected through a questionnaire
administered at the beginning and at the end of the course; the matched sample consisted of 164 respondents. Changes
were analysed using pairedsample t-tests, alongside preliminary psychometric analyses of the scales. The results show a significant increase in the overall scale score, particularly in the dimension related to developmental stages of professional growth. At the item level, changes emerged in students’ openness to nonlinear
educational pathways and in their ability to identify concrete steps for their own professional development. Sub-sample analyses further indicate that learning experiences characterised by higher levels of active engagement and direct contact with professional practices
are associated with greater variations across the dimensions considered. Overall, the findings provide empirical evidence of the contribution of learning experiences to the professional development of future educators.
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Copyright (c) 2026 Francesco De Maria, Daniela Frison, Martina Pacifici
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