Student Teachers’ Deviance to Learner Dispositions and Self-Regualted Teaching: A Study of Lived Expereinces of David Livingstone College of Education Pre-Service Teachers, Zambia

This study explores the lived experiences of student teachers also referred to as pre-service teachers’ deviance to learner dispositions and self-regulated learning at David Livingstone College of Education (DALICE) in Zambia. Employing a qualitative hermeneutic phenomenological approach, the study purposively selected 15 student teachers and 5 expert lecturers in-order to understand the nuances of students’ and teacher educators’ lived experiences of these important aspects of teacher preparation. Data was analyzed thematically. Key findings indicate that student teachers struggled with time management, collaborative engagement, and resource utilization. They lacked coping mechanisms and strategic responses to academic pressures, influenced by both personal challenges and instructional gaps from lecturers. Themes such as avoidance of concentration, low self-direction, ineffective planning, and diminished self-esteem emerged, underscoring the complexities of self-regulated learning. However, student reflections highlighted potential improvements through enhanced study habits, diverse resource consultation, structured feedback, and collaborative learning. The study recommends personalized feedback, reduced workloads, and high-yield instructional strategies in teacher training programs. It emphasizes assessments that promote critical thinking and originality while discouraging plagiarism. Strengthening self-regulated learning strategies in teacher education is essential for improving training outcomes.