Perspectives for unfolding well-being in the context of teacher education: Emerging well-being Insights from Theoretical Austrian Traditions

This article focuses on teacher education and aims to gain new and different insights into teacher education with reference to wellbeing. The Austrian
contribution initially introduces the project team and the understanding of
well-being from a specific tradition, which has particularly evolved through the
project over time. It highlights the importance of well-being and the diversity of
its interpretations, aiming to link this approach with several Austrian traditions
of thought. It also seems theoretically not insignificant how the word ‘wellbeing’ or ‘wellbeing’ is spelt. To emphasize the connection to teacher education,
the concept of well-being is associated with the Didactic Triangle of Johann
Friedrich Herbart (1776–1841) and interwoven across and through Austrian
traditions of thinking. Some exemplary excerpts from focus groups illustrate
the theoretical considerations presented in this paper. The article suggests
that future research should particularly contemplate the directedness of one’s
exegesis – because when considering Austrian traditions of thought, a careful
unpacking of the meaning is required. Particularly in the application of the
idea and concept in relation to teacher education.