From theory to practice: Assessing initial expectations and self-perception of teachers enrolled in the 30 CFU qualification pathways

This mixed-methods study explores expectations and self-perception of 1,493 teachers enrolled in Pegaso University’s 30-ECTS qualification pathways. Survey and metaphor analysis show that teaching experience shapes views of student achievement, motivation, and behavior. Training needs are broad, with high demand for practical tools and reflective inquiry. Metaphors act as interpretive lenses for teacher efficacy, guiding program design and support strategies. Findings inform policy and research.