Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study

Shaun Thompson, Emma Clarke, Aimee Quickfall, JONATHAN GLAZZARD

Research output: Contribution to journalArticlepeer-review

Abstract

Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of trainee teachers. This pilot study sought to compare the experiences of trainee teachers from three European countries, in an attempt to identify the resources and challenges faced by teachers during their training. Through the use of interviews and visual approaches, key factors, which appeared to influence trainee teachers’ well-being, were identified. Through shifting the focus of training onto the development of communities of practice, the development of interpersonal skills, and supporting the development of strong relationships, it is hoped that Initial Teacher Training (ITT) programmes in England can draw on some best practice from other European contexts to better support trainee teachers’ well-being.
Original languageEnglish
Pages (from-to)38-56
JournalJournal of Comparative & International Higher Education
Volume12
Issue numberfall
Early online date19 Sep 2020
Publication statusPublished - 30 Sep 2020

Keywords

  • well-being
  • Initial teacher training
  • teacher retention
  • resources
  • challenges

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