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The study investigates how lower-primary teacher education students define and structure well-being in an educational context.

June 19, 2026Education SciencesOpen Access

Qualitative Well-Being Narratives of Lower-Primary Teacher Education Students: The Quiet Companion

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Qualitative study explores well-being in teacher education, revealing insights from students' perspectives, suggesting new approaches.

The study investigates how lower-primary teacher education students define and structure well-being in an educational context.
Qualitative design using semi-structured interviews with 16 final-year lower-primary teacher education students.
Data analyzed with hybrid deductive–inductive thematic analysis supported by MAXQDA.
Reflexivity and analytic rigor enhanced according to COREQ guidelines.
Students defined well-being as a dynamic, relationally embedded process.
Accounts focused on awareness of well-being determinants, practical strategies, and relational resources.
Well-being models were present yet definitions were shaped by lived experiences rather than formal frameworks.

Pozsonyi et al. (2026) studied this question.

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