Reframing Teacher Preparation Through the Lens of Well-being Literacy: A Sequential Mixed Methods Study

• In Event: Designing Professional Learning Communities That Center Educator Choice, Agency, and Well-Being

Abstract

We conducted a sequential mixed-methods study to examine how 86 teacher candidates (TCs) in an undergraduate pre-apprenticeship course developed well-being literacy (WL). This asynchronous five-week course integrated global perspectives on happiness and Seligman’s PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) model to support emotional and professional growth. Drawing on Oades et al.’s (2021) WL framework, which emphasizes five key components: skills, knowledge, opportunities, choices, and behaviors, the course positioned well-being as foundational to teacher preparation. We analyzed quantitative surveys and qualitative reflections and projects to assess how TCs engaged with PERMA dimensions and enacted WL components. Findings highlight the potential of embedding WL early in teacher preparation to build resilience, shape professional identity, and foster sustainable educational futures.

Authors

• Benita R. Brooks, University of Nevada - Las Vegas

• Borna Nemet, University of Nevada - Las Vegas

• Sinead Pelleschi, University of Nevada - Las Vegas

• Randall M Varner, University of Nevada - Las Vegas