TY - JOUR

T1 - What Role Does Occupational Well-Being During Practical Field Experiences Play in Pre-Service Teachers’ Career-Oriented Reflections?

AU - Neuber, Katharina

AU - Jacobsen, Lucas

AU - Lohse-Bossenz, Hendrik

AU - Weber, Kira Elena

N1 - Publisher Copyright: © 2025 by the authors.

PY - 2025/10

Y1 - 2025/10

N2 - Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect as well as job satisfaction—predict distinct dimensions of pre-service teachers’ career-oriented reflections during a four-week PFE. Methods: Using a quantitative pre-post design, we analyzed data from 242 German bachelor’s degree students. Occupational well-being was assessed using the Positive and Negative Affect Schedule (PANAS) and a job satisfaction scale; reflection processes were measured via five subscales capturing information, exploration, critical reflection, career guidance, and development. Results: Findings indicate a significant increase in positive affect (d = 0.75), a slight decrease in negative affect (d = 0.15), and stable job satisfaction. Regression analyses reveal that baseline positive affect and job satisfaction enhanced career guidance and exploration, whereas negative affect promoted critical reflection. Increases in positive affect and job satisfaction further strengthened career guidance and development. Conclusion: Aspects of occupational well-being can substantially shape career-oriented reflection processes. These findings highlight the importance of explicitly considering pre-service teachers’ emotional experiences in the design of field experiences and reflection opportunities within teacher education.

AB - Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect as well as job satisfaction—predict distinct dimensions of pre-service teachers’ career-oriented reflections during a four-week PFE. Methods: Using a quantitative pre-post design, we analyzed data from 242 German bachelor’s degree students. Occupational well-being was assessed using the Positive and Negative Affect Schedule (PANAS) and a job satisfaction scale; reflection processes were measured via five subscales capturing information, exploration, critical reflection, career guidance, and development. Results: Findings indicate a significant increase in positive affect (d = 0.75), a slight decrease in negative affect (d = 0.15), and stable job satisfaction. Regression analyses reveal that baseline positive affect and job satisfaction enhanced career guidance and exploration, whereas negative affect promoted critical reflection. Increases in positive affect and job satisfaction further strengthened career guidance and development. Conclusion: Aspects of occupational well-being can substantially shape career-oriented reflection processes. These findings highlight the importance of explicitly considering pre-service teachers’ emotional experiences in the design of field experiences and reflection opportunities within teacher education.

KW - affect

KW - career orientation

KW - job satisfaction

KW - occupational well-being

KW - practical field experiences

KW - pre-service teachers

KW - reflective practice

KW - teacher education

UR - http://www.scopus.com/inward/record.url?scp=105020067290&partnerID=8YFLogxK

U2 - 10.3390/educsci15101269

DO - 10.3390/educsci15101269

M3 - Journal articles

AN - SCOPUS:105020067290

VL - 15

JO - Education Sciences

JF - Education Sciences

SN - 2227-7102

IS - 10

M1 - 1269

ER -