This paper reports on a study designed to investigate the wellbeing of 14 pre-service language teachers from Austria and the UK. Data were generated through in-depth semi-structured interviews which were analysed following principles of Grounded Theory (Charmaz, 2006). The data were compared across the two settings and the analysis revealed a number of individual but also systemic ecological factors that play a role in the pre-service teachers’ wellbeing. These factors include time management, work-life balance, relationships, finding purpose and meaning, the structure of study programs, as well as the status of teaching and the specific language in each respective society.

本文报告了一项旨在调查来自奥地利和英国的 14 名职前语言教师的幸福感的研究。数据是通过深入的半结构化访谈生成的，这些访谈按照扎根理论的原则进行分析 (Charmaz, 2006)。对两种环境中的数据进行了比较，分析揭示了许多对职前教师的福祉起作用的个人但也包括系统性生态​​因素。这些因素包括时间管理、工作与生活的平衡、人际关系、寻找目的和意义、学习计划的结构，以及各个社会的教学状况和特定语言。