Social support as a contributor to student teachers' experienced well-being

The aim of this study is to gain better understanding of the dynamics of the social support system adopted in teacher education and its significance for the student teachers' experienced well-being. The focus was on exploring the extent to which empowering emotional, informational or instrument...

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Bibliographic Details
Published in:Research papers in education 2017-01, Vol.32 (1), p.41-55
Main Authors: Väisänen, Sanna, Pietarinen, Janne, Pyhältö, Kirsi, Toom, Auli, Soini, Tiina
Format: Article
Language:English
Subjects:
Access to Information
Barriers
Content analysis
Emotional Response
Emotional support
Empowerment
Foreign Countries
Happiness
informational support
instrumental support
Preservice Teachers
Qualitative Research
Semi Structured Interviews
Social environment
Social support
Social Support Groups
Student Teacher Supervisors
Student teachers
Student teaching
Students
Teacher education
Teacher Educators
Teachers
Well Being
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Summary:The aim of this study is to gain better understanding of the dynamics of the social support system adopted in teacher education and its significance for the student teachers' experienced well-being. The focus was on exploring the extent to which empowering emotional, informational or instrumental support is enabled for student teachers during their studies. Altogether, 40 student teachers were interviewed, and the data were subjected to content analysis. The results showed that the student teachers faced both empowering and burdening experiences involving social support, or lack of it. Informational support was the most frequently reported. Further, most of the informational and emotional support was appropriate and was received from both peers and teacher educators. Conversely, a lack of or inadequate support was experienced burdening. However, active efforts to develop a more supportive social environment - i.e. offering or giving social support for others - were rarely described.
ISSN:0267-1522
1470-1146
DOI:10.1080/02671522.2015.1129643