The Psychological Dimensions Shaping Teacher Trainees’ Transitioning to Professionals: Morocco's CRMEFs as Case Study

Abstract

This study examines the psychological dispositions of pre-service teachers as they transition into their professional roles. The study aims to explore how trainee trainees perceive themselves as professionals and to what extent the self-efficacy variable may influence their personal and professional dispositions. Quantitative method was used to answer the research questions. The study's findings indicated that pre-service teachers have favorable perceptions of their professional identities and also a strong correlation between how trainee teachers perceive themselves as professionals and the confident level of their abilities. The findings indeed contribute to understanding this phenomenon in-depth with useful implications for better designing teacher’s education programs.