Second Language Teacher Education: post #697 — TG.ME

💡Newly published article by Weisi & Baghi in Acta Psychologica.This study advances understanding of teacher wellbeing by examining how ELT student teachers in Iran's private sector experience flourishing amid systemic precarity. Drawing  on Bronfenbrenner's Ecological Systems Theory and using interpretative phenomenological analysis of semi- structured interviews with ten Iranian ELT student teachers, wellbeing is traced across microsystem, meso- system, exosystem, macrosystem, and chronosystem layers. Findings show that immediate classroom in- teractions, pedagogical confidence, student rapport, and skill cultivation, co-construct hedonic joy and  eudaimonic purpose, while mentorship, familial support, institutional autonomy, and resource equity function as  key resilience resources at the meso- and exosystem levels. At the macro- and chronosystem levels, socio- economic instability, COVID-19 disruptions, and AI-related anxieties intensify vulnerabilities to classroom  monotony, work–life spillover, and market-driven employment uncertainty, particularly for novice teachers.