Pre-service teachers' perceptions of character and well-being

Abstract

International research has established that well-being, engagement and belonging are crucial factors for establishing and maintaining positive learning environments in schools. This qualitative study investigated pre-service teachers’ perceptions of character, well-being and pedagogy. Two questions framed this research, ‘What are the perceptions of pre-service teachers regarding character and well-being in education’? and ‘How do pre-service teachers describe the characteristics of a good teacher’? A total of 54 pre-service teachers volunteered to participate in the study from the Bachelor of Teaching or a Master of Teaching degrees. The anonymous survey included categorical questions, items from a slider scale, open-ended answers to questions on teacher character development, well-being and academic growth. The results generated descriptive data that is displayed via bar plots and analysis of open-ended questions focusing on participants’ thoughts and feelings in their own words. This chapter argues that initial teacher education programme are fertile ground for integrating research-informed approaches concentrating on the teacher’s role and exploring the pedagogies for creating and establishing positive student engagement and engaging learning.