Abstract
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 language | English |
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| Journal | International Journal of Qualitative Studies on Health and Well-being |
| Publication status | In preparation - Oct 2023 |