Preservice English Teachers’ Emotions and Identities During Teaching Practicum: A Case Study in China

Abstract

This study delves into the intricate emotional experiences of two preservice English teachers and explores how these experiences shape their evolving identities during teaching practicum. Data collection involved reflection logs, semi-structured interviews, casual communications, and tangible artifacts. Findings reveal that preservice English teachers experience a spectrum of emotions during their teaching practicum, which are shaped by primary and secondary appraisals. These emotions play a crucial role in forming, transforming, and confirming their teacher identities. Furthermore, the study shows that both participants demonstrated their agency, which was found to mediate the nexus between their emotions and their emerging identities. This research enriches the existing literature on emotions and identities in teacher education and provides valuable insights for teacher educators, mentor teachers, and policymakers.