Well-being during teaching practice: experiences of teacher students in Finland and England

Aimee Quickfall, Virpi Vellonen, Emma Clarke, Kaisa Pihlainen, Katariina Waltzer

    Research output: Contribution to journalArticlepeer-review


    The aim of this study was to explore elements that student teachers experienced affecting their well-being during teaching practice and to construct narratives based on their experiences. T, using border theory to create a bespoke theoretical framework for teaching practice. The Finnish participants were student teachers in special education (N = 43) and in early childhood education (N = 6). The participants in the United Kingdom were primary student teachers (N = 6). The data were collected via a timeline assignment. We applied narrative methodology in this study. The results indicate that the elements, either continuous or temporary/changing, worked as a resource or challenged the students’ well-being. The elements included four themes: personal/practical elements; professional/social elements; professional/practical elements; and personal/social elements. There was interaction or crossing between the elements. . The results can be used in supporting student teachers to maintain well-being, especially during teaching practice.
    Original languageEnglish
    JournalInternational Journal of Qualitative Studies on Health and Well-being
    Publication statusIn preparation - Oct 2023


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