The purpose of this research is to determine and analyze the Learning Patterns, acoording to Vermunt, of university students in their training as teachers to promote their English language teaching taking into account four learning components: Cognitive processing, metacognitive regulation, mental learning models and learning orientations.

A mixed methodology is used in this study whose purpose in it is to achieve through interpretations based on the experiences of the students their lived experiences. The instruments of data collection will be a A) questionnaire Inventory of Learning Strategies (ILS) designed by Vermunt and B) interviews among teachers in training on various aspects of their learning, specifically on their learning activities, strategies, conception of teaching and learning, guidance on the interpretation and appreciation of instructional measures, as well as interviews about their academic and personal performance, and personal experiences.

It is expected, on the one hand, to establish a reference for future research of this type and, on the other hand, that the results may serve to elaborate a body of actions to improve those aspects that merit it in relation to learning patterns.

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