Students’ basic psychological needs in blended teacher learning groups

Introduction Student teachers (henceforth: students) in higher education often experience feelings of emotional loneliness that negatively impact upon their well-being and motivation to learn. Consequently, the importance social learning for students has gained increased prominence, with Teacher Learning Groups (TLGs), is, configurations which students, in-service teachers, teacher educators, sometimes supplemented by researchers and/or experts, collaboratively learn through interactions, being introduced training institutes. Ordinarily, TLGs organized meetings face-to-face; however, due COVID-19 measures, they had rapidly transition blended meetings, turn impacted students’ basic psychological needs. Methods In present study, a convergent parallel mixed-methods design was utilized. The variables Social Configurations (Practice integration, Long-term orientation goals; Shared identity equal relationships) Basic Psychological Needs (Competence, Autonomy, Relatedness) were assessed use qualitative interviews administering two online quantitative surveys: “Dimensions Questionnaire” “Basic Need Satisfaction Frustration Scale”. Seventy completed questionnaires, while 14 interviewed. recruited from four Results analyses reveal more perceive relationships TLGs, greater fulfillment experience. Moreover, need Competence, TLGs’ Configurations. Discussion Based on findings, we conclude that, although in-depth is challenging during distance learning, are valuable unpredictable times.