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

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.