ABSTRACT
This chapter investigates how student teachers perceive practices for creative and eudaimonic wellbeing in initial teacher education (ITE) and during practical teacher training in elementary school. Lego© bricks were introduced and applied as part of a formal class assignment at the teacher education programme at the university college. Student teachers were then invited for individual face-to-face interviews. Our study revealed that the participating student teachers were not familiar with the notion of creative wellbeing. Most of the participating student teachers explained that engagement, motivation, and the use of learning strategies are essential for both creative and eudaimonic wellbeing. In addition, the student teachers discovered that the assessment of the creative task created barriers to their self-efficacy, limited the joy of taking part in these learning activities, and constrained their playfulness and sense of freedom. Nonetheless, because their experience was overwhelmingly positive, the participating student teachers stated that creative wellbeing should be prioritised in teacher training as well as in schools. They reported that their own experiences promoted novel approaches in learning, built stronger relationships, and left them with feelings such as joy, happiness, and coping.
