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

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Version 1 2021-08-19, 09:31
journal contribution
posted on 2021-09-02, 08:20 authored by Astrid Mairitsch, Sonja Babic, Sarah Mercer, Giulia Sulis, Jun Jin, Jim King
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.

Funding

Austrian Science Fund (FWF) [project number: P 31261-G29]

History

Citation

Teaching and Teacher Education Volume 106, October 2021, 103452

Author affiliation

School of Education

Version

  • AM (Accepted Manuscript)

Published in

Teaching and Teacher Education

Volume

106

Pagination

103452

Publisher

Elsevier BV

issn

0742-051X

Acceptance date

2021-07-08

Copyright date

2021

Available date

2023-07-21

Language

en

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