Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. (October 2021)

• Record Type: Journal Article
• Authors: Mairitsch, Astrid; Babic, Sonja; Mercer, Sarah; Sulis, Giulia; Jin, Jun; King, Jim
• Is Part Of: Teaching and teacher education. Volume 106(2021)
• Publication Date: 2021-10
• Subjects: Pre-service language teachers -- Wellbeing -- Ecological perspective -- Relationships -- Status; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103452
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This paper reports on a study designed to investigate the wellbeing of 14 pre-service language teachers from Austria and the UK. Data were generated through in-depth semi-structured interviews which were analysed following principles of Grounded Theory (Charmaz, 2006). The data were compared across the two settings and the analysis revealed a number of individual but also systemic ecological factors that play a role in the pre-service teachers' wellbeing. These factors include time management, work-life balance, relationships, finding purpose and meaning, the structure of study programs, as well as the status of teaching and the specific language in each respective society. Highlights: Data generated through 14 in-depth semi-structured interviews. Study takes an ecological perspective with comparative design. Data analysed following principles of Grounded Theory (Charmaz, 2006). Results: Individual and systemic factors appear to influence pre-service language teacher wellbeing. Other factors include work-life balance, relationships, structure of study programs, and the status of language teaching.