Promoting future-oriented imaginative processes in pre-service teachers: Proposal of a self-report tool to foster self-awareness prior to starting training internships

The main aim of the present study was to investigate the psychometric properties of a self-report questionnaire derived from the Professional Standards for Early Childhood and Primary Education (in Italian, Standard profili professionali primaria e infanzia – S3PI; Bandini & Calvani, 2019), an assessment form that allows to orientate and assess the internship in school settings of university students attending the master’s degree in primary education. Specifically, students at the very beginning of their training –without previous internship or teaching experiences – completed the self-report questionnaire imagining themselves as future interns. Moreover, they also completed two scales focused on: 1) personal emotional self-efficacy,defined as beliefs concerning one’s awareness of and ability to manage theirown emotions in daily life, and 2) self-efficacy as a future emotional socializer, referring to the perceived ability to play – in their future role of teacher–a significant role in supporting students’ emotional development.