From anxiety to agency: the DUE learning design model for pre-service teachers facing uncertainty

In an increasingly uncertain educational context, it is crucial to update training programs and educational tools for pre-service teachers, who must be prepared to face the unexpected and manage stress. To address these challenges, researchers at the University of Macerata (Italy) developed the Design for the Unexpected in Education (DUE) model in 2022/23. Over the past three years, the model has proven effective in helping pre-service teachers anticipate and consciously design activities that take potential unforeseen events into account, thereby improving overall lesson management. However, its potential to support anxiety and stress management during lesson implementation remains underexplored. This research, conducted in collaboration with the University of Middlesex, aims to investigate whether the DUE model provides valid support to help pre-service teachers identify and manage the unexpected events that are most anxiety-provoking for them, according to their personality. The research involved five volunteer trainees attending the third and fourth year of the Master’s degree course in Primary Education. Results coming from the triangulation of biometric data, personality profiling, and direct observation of teaching activities outlined the critical moments experienced by each trainee, as well as how they differently dealt with unexpected events and stressful situations in the classroom consistently with their personalities. The study provided relevant insights and some suggestions to be used in initial teacher training, which should not only promote structured yet flexible planning models, but also encourage the development of differentiated emotional self-regulation strategies tailored to individual profiles and needs.

This version of the paper has been accepted for publication, after peer review and is subject to Springer Nature’s AM terms of use (https://www.springernature.com/gp/open-science/policies/accepted-man...), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-3-032-31850-3_25.