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This study focuses upon identifying and classifying prospective teachers' perceptions of self-competence in teaching after a four-year university course on primary education and the relationship between their personal well-being, views, emotions and stress about teaching and their teaching competencies during their undergraduate school teaching practice. Data collection was obtained by questionnaires from two cohorts of final-year student teachers in a Greek university department of primary education (n = 170). The findings revealed that prospective teachers rated their general teaching skills above moderate levels indicating that they felt just competent to start teaching, their personal well-being was not strongly affected by the teaching itself and did not indicate high levels of stress. This study contributes to the ongoing discussion about developing positive teaching experiences and effective teaching competencies for prospective teachers.

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In the context of a growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the beginning teachers, while peer and family support were vital success factors. In the English context, institutional support by university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which impacted in particular on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.

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