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Abstract
This study explored pre-service English teachers’ emotional experiences and professional identity construction during their teaching practicum in Indonesia. Using a qualitative approach, narrative inquiry was employed to gather data from two pre-service teachers through semi-structured interviews and reflective diaries. Thematic analysis was conducted to identify themes related to their emotional experiences, such as anxiety, self-doubt, and motivation, and how these emotions influenced their teacher identities. Findings revealed that positive emotions like enthusiasm and empathy facilitated professional identity formation, while negative emotions such as anxiety and fear of making mistakes posed challenges. Mentor teachers played a crucial role in both alleviating and exacerbating these emotional responses. The study highlights the importance of emotional management and identity development in teacher preparation programs. However, the study’s limitation lies in its small sample size, focusing on two participants from a private university in Indonesia. Future research could expand the sample size and explore the emotional dynamics of pre-service teachers in different contexts or academic fields.
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Copyright (c) 2025 Hikmah Pravitasari, Elih Sutisna Yanto, Ila Nur Kholis Fatihah
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References
- Abdullah, D. Y., & Basthomi, Y. (2020). Hear our voices : Pre-service English Teachers‟ Challenges. International Journal of Education and Practice. 8(1), 19–27.
- Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? a systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y
- Barkhuizen, G., Benson, P., & Chik, A. (2024). Narrative Inquiry in Language Teaching and Learning Research. Taylor & Francis.
- https://books.google.co.id/books?id=WWUQEQAAQBAJ
- Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE Publications. https://books.google.co.id/books?id=mToqEAAAQBAJ
- Chen, J. (2019). Research Review on Teacher Emotion in Asia Between 1988 and Types , and Research Methods. Frontiers in Psychology, 10(8), 1–16. https://doi.org/10.3389/fpsyg.2019.01628
- Chen, S. (2022). Pre-service teachers ’ emotional experience : Characteristics , dynamics and sources amid the teaching practicum. Frontiers in Psychology, 1–15. https://doi.org/10.3389/fpsyg.2022.968513
- Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Educational Psychology Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3
- Dzulfikri & Azami. (2024). International pre-service teachers’ anxiety and coping strategies: Perspectives of a geographically disadvantaged Islamic boarding school. Englisia: Journal of Language, Education, and Humanities, 11(2), 267. https://doi.org/10.22373/ej.v11i2.22505
- Faro, M. H., Gutu, T. S., & Hunde, A. B. (2025). Major factors influencing student engagement in ethiopian higher education institutions: evidence from one institution. Plos one, 20(2), e0318731. https://doi.org/10.1371/journal.pone.0318731
- Genç, K. &. (2019). Learning while teaching : Student teachers ’ reflections on their teaching practicum. Journal of Language and Linguistic Studies. 15(3), 895–913.
- Handayani, F., Lestari, I. W., & Susanti, A. (2023). Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching. GLENS: Global English Insights Journal, 1(1), 10–18. https://doi.org/10.61220/glens.v1i1.2023a2
- Heryatun, Y. (2020). Teachers ’ Emotion In Teaching Practicum. English Review: Journal of English Education. 9(1), 61–68.
- Ji, Y., Oubibi, M., Chen, S., Yin, Y., & Zhou, Y. (2022). pre-service teachers’ emotional experience: characteristics, dynamics and sources amid the teaching practicum. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.968513
- Kavrayici, C. (2020). Evaluation of the factors affecting teacher identity development of pre-service teachers: a mixed method study. Eurasian Journal of Educational Research, 20(89), 1-18. https://doi.org/10.14689/ejer.2020.89.5
- Kış, S. K. (2021). A Systematic Review of Research on Pre-Service TESOL Teachers ’ Emotions. 4(3), 246–253. https://doi.org/10.32329/uad.945439
- Kusumawati, M. D., Fauziddin, M., & Ananda, R. (2023). The Impact of Reward and Punishment on the Extrinsic Motivation of Elementary School Students. AL-ISHLAH: Jurnal Pendidikan, 15(1), 183–192. https://doi.org/10.35445/alishlah.v15i1.2856
- Lee, M. and Kutty, F. (2023). Emotional intelligence and professional identity of student teachers during practicum. International Journal of Academic Research in Business and Social Sciences, 13(4). https://doi.org/10.6007/ijarbss/v13-i4/16736
- Li, P. B., Sani, B. B., & Azmin, N. A. B. M. (2021). Identifying mentor teachers’ roles and perceptions in pre-service teachers’ teaching practicum: The use of a mentoring model. International Journal of Education and Practice, 9(2), 365–378. https://doi.org/10.18488/journal.61.2021.92.365.378
- Liu, Z. Y., Shaikh, Z. A., & Gazizova, F. (2020). Using the concept of game-based learning in education. International Journal of Emerging Technologies in Learning, 15(14), 53–64. https://doi.org/10.3991/ijet.v15i14.14675
- López, M. G. M. (2020). Emotions attributions of ELT pre-service teachers and their effects on teaching practice. Profile: Issues in Teachers’ Professional Development, 22(1), 15–28. https://doi.org/10.15446/profile.v22n1.78613
- Maharani, Y., Asih, Y. U., & Suhatmady, B. (2022). EFL Pre-Service Teachersâ€TM Identity and Position During Teaching Practice. Script Journal: Journal of Linguistics and English Teaching, 7(01), 92–103. https://doi.org/10.24903/sj.v7i01.1025
- Mallisa, I. C. B., & Mbato, C. (2023). English Teachers’ Identity Influence On Emotions And Beliefs: A Narrative Inquiry Into Private And State School Teachers. Magister Scientiae, 51(2), 86–95. https://doi.org/10.33508/mgs.v51i2.4872
- Muyunda, G., Yue, L., & Oranga, J. (2023). Teachers’ Professional Development in Zambia: Perceptions and Practices. International Journal of Social Learning (IJSL), 3(2), 222–233. https://doi.org/10.47134/ijsl.v3i2.177
- Mwamakula, F. (2020). Teaching Practicum Reflective Practices and Identity Construction among Student Teachers. International Journal of Education and Research, 8(4), 45–56.
- Pazilah, F., Hashim, H., & Yunus, M. (2021). service-learning in english as a second language teacher training program: exploring pre- service teachers’ authentic learning experiences. Arab World English Journal, 12(2), 377-398. https://doi.org/10.24093/awej/vol12no2.26
- Prabjandee, D. (2019). Becoming English teachers in Thailand : Student teacher identity development during teaching practicum. 29(4), 1277–1294.
- Purwanto, L. N., Fitriyah, S. M., & Ariani, M. (2024). ‘I Almost Cried’: Pre-Service Teacher’s Emotional Experiences During A Teaching Practicum. ELLTER Journal, 5(2), 273–283. https://doi.org/10.22236/ellter.v5i2.15786
- Qadri, A. M., Dollah, S., & Weda, S. (2022). The Analysis Of The Pre-Service Teachers’ Classroom Management Challenges In Their Teaching Practice. Pinisi Journal of Art, Humanity, and Social Studies, 2(5), 185–194.
- Richards, J. C. (2022). Exploring Emotions in Language Teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
- Salsabila, A., & Zaki, L. B. (2024). EFL pre-service teachers’ anxiety during teaching practice. Premise: Journal of English Education and Applied Linguistics, 13(1), 193–215. https://doi.org/10.24127/pj.v13i1.8778
- Siagian, R., & Artha, B. (2023). The Influence of Teacher Quality, Teacher Characteristics, and Teaching Experience on School Quality that Impacts Student Performance in Bandung: Evidence from High School. Jurnal Pendidikan West Science, 1(03), 184–192. https://doi.org/10.58812/jpdws.v1i03.255
- Stark, K., & Cummings, C. (2023). Emotions as Both a Tool and a Liability : A Phenomenology of Urban Charter School Teachers ’ Emotions. The Urban Review, 55(3), 337–363. https://doi.org/10.1007/s11256-022-00649-y
- Sun, Y. and Shi, W. (2022). On the role of teacher–student rapport and teacher support as predictors of chinese efl students’ affective learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.856430
- Thi, V., Huong, M., Thi, N., Tung, T., Thi, T., Hong, M., & Hung, D. H. (2020). Partnerships Between Teacher Education Universities And Schools In Practicum To Train Pre-Service Teachers Of Vietnam. 9(5). https://doi.org/10.5430/ijhe.v9n5p134
- Tran, Y., & Dee, A. (2023). The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers. Journal of Education and Learning, 12(3), 40. https://doi.org/10.5539/jel.v12n3p40
- Ulum, O. G. (2020). İngilizce Öğretmen Adaylarının Staj Deneyimi Beklentileri ve Kazanımları. Turkish Studies-Educational Sciences, Volume 15(2), 1287–1297. https://doi.org/10.29228/turkishstudies.41629
- Volchenkova, K. (2021). The Influence of English Medium Instruction. Bulletin of The South Ural State University-Educational Sciences, 11(2), 68-78. https://doi.org/10.14529/ped190207
- Zhu, G. (2019). Student Teachers ’ Emotions , Dilemmas , and Professional Identity Formation Amid the Teaching Practicums. The American Educational Research, 5-9. https://doi.org/10.3102/1435807
References
Abdullah, D. Y., & Basthomi, Y. (2020). Hear our voices : Pre-service English Teachers‟ Challenges. International Journal of Education and Practice. 8(1), 19–27.
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? a systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y
Barkhuizen, G., Benson, P., & Chik, A. (2024). Narrative Inquiry in Language Teaching and Learning Research. Taylor & Francis.
https://books.google.co.id/books?id=WWUQEQAAQBAJ
Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE Publications. https://books.google.co.id/books?id=mToqEAAAQBAJ
Chen, J. (2019). Research Review on Teacher Emotion in Asia Between 1988 and Types , and Research Methods. Frontiers in Psychology, 10(8), 1–16. https://doi.org/10.3389/fpsyg.2019.01628
Chen, S. (2022). Pre-service teachers ’ emotional experience : Characteristics , dynamics and sources amid the teaching practicum. Frontiers in Psychology, 1–15. https://doi.org/10.3389/fpsyg.2022.968513
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies. Educational Psychology Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3
Dzulfikri & Azami. (2024). International pre-service teachers’ anxiety and coping strategies: Perspectives of a geographically disadvantaged Islamic boarding school. Englisia: Journal of Language, Education, and Humanities, 11(2), 267. https://doi.org/10.22373/ej.v11i2.22505
Faro, M. H., Gutu, T. S., & Hunde, A. B. (2025). Major factors influencing student engagement in ethiopian higher education institutions: evidence from one institution. Plos one, 20(2), e0318731. https://doi.org/10.1371/journal.pone.0318731
Genç, K. &. (2019). Learning while teaching : Student teachers ’ reflections on their teaching practicum. Journal of Language and Linguistic Studies. 15(3), 895–913.
Handayani, F., Lestari, I. W., & Susanti, A. (2023). Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching. GLENS: Global English Insights Journal, 1(1), 10–18. https://doi.org/10.61220/glens.v1i1.2023a2
Heryatun, Y. (2020). Teachers ’ Emotion In Teaching Practicum. English Review: Journal of English Education. 9(1), 61–68.
Ji, Y., Oubibi, M., Chen, S., Yin, Y., & Zhou, Y. (2022). pre-service teachers’ emotional experience: characteristics, dynamics and sources amid the teaching practicum. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.968513
Kavrayici, C. (2020). Evaluation of the factors affecting teacher identity development of pre-service teachers: a mixed method study. Eurasian Journal of Educational Research, 20(89), 1-18. https://doi.org/10.14689/ejer.2020.89.5
Kış, S. K. (2021). A Systematic Review of Research on Pre-Service TESOL Teachers ’ Emotions. 4(3), 246–253. https://doi.org/10.32329/uad.945439
Kusumawati, M. D., Fauziddin, M., & Ananda, R. (2023). The Impact of Reward and Punishment on the Extrinsic Motivation of Elementary School Students. AL-ISHLAH: Jurnal Pendidikan, 15(1), 183–192. https://doi.org/10.35445/alishlah.v15i1.2856
Lee, M. and Kutty, F. (2023). Emotional intelligence and professional identity of student teachers during practicum. International Journal of Academic Research in Business and Social Sciences, 13(4). https://doi.org/10.6007/ijarbss/v13-i4/16736
Li, P. B., Sani, B. B., & Azmin, N. A. B. M. (2021). Identifying mentor teachers’ roles and perceptions in pre-service teachers’ teaching practicum: The use of a mentoring model. International Journal of Education and Practice, 9(2), 365–378. https://doi.org/10.18488/journal.61.2021.92.365.378
Liu, Z. Y., Shaikh, Z. A., & Gazizova, F. (2020). Using the concept of game-based learning in education. International Journal of Emerging Technologies in Learning, 15(14), 53–64. https://doi.org/10.3991/ijet.v15i14.14675
López, M. G. M. (2020). Emotions attributions of ELT pre-service teachers and their effects on teaching practice. Profile: Issues in Teachers’ Professional Development, 22(1), 15–28. https://doi.org/10.15446/profile.v22n1.78613
Maharani, Y., Asih, Y. U., & Suhatmady, B. (2022). EFL Pre-Service Teachersâ€TM Identity and Position During Teaching Practice. Script Journal: Journal of Linguistics and English Teaching, 7(01), 92–103. https://doi.org/10.24903/sj.v7i01.1025
Mallisa, I. C. B., & Mbato, C. (2023). English Teachers’ Identity Influence On Emotions And Beliefs: A Narrative Inquiry Into Private And State School Teachers. Magister Scientiae, 51(2), 86–95. https://doi.org/10.33508/mgs.v51i2.4872
Muyunda, G., Yue, L., & Oranga, J. (2023). Teachers’ Professional Development in Zambia: Perceptions and Practices. International Journal of Social Learning (IJSL), 3(2), 222–233. https://doi.org/10.47134/ijsl.v3i2.177
Mwamakula, F. (2020). Teaching Practicum Reflective Practices and Identity Construction among Student Teachers. International Journal of Education and Research, 8(4), 45–56.
Pazilah, F., Hashim, H., & Yunus, M. (2021). service-learning in english as a second language teacher training program: exploring pre- service teachers’ authentic learning experiences. Arab World English Journal, 12(2), 377-398. https://doi.org/10.24093/awej/vol12no2.26
Prabjandee, D. (2019). Becoming English teachers in Thailand : Student teacher identity development during teaching practicum. 29(4), 1277–1294.
Purwanto, L. N., Fitriyah, S. M., & Ariani, M. (2024). ‘I Almost Cried’: Pre-Service Teacher’s Emotional Experiences During A Teaching Practicum. ELLTER Journal, 5(2), 273–283. https://doi.org/10.22236/ellter.v5i2.15786
Qadri, A. M., Dollah, S., & Weda, S. (2022). The Analysis Of The Pre-Service Teachers’ Classroom Management Challenges In Their Teaching Practice. Pinisi Journal of Art, Humanity, and Social Studies, 2(5), 185–194.
Richards, J. C. (2022). Exploring Emotions in Language Teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
Salsabila, A., & Zaki, L. B. (2024). EFL pre-service teachers’ anxiety during teaching practice. Premise: Journal of English Education and Applied Linguistics, 13(1), 193–215. https://doi.org/10.24127/pj.v13i1.8778
Siagian, R., & Artha, B. (2023). The Influence of Teacher Quality, Teacher Characteristics, and Teaching Experience on School Quality that Impacts Student Performance in Bandung: Evidence from High School. Jurnal Pendidikan West Science, 1(03), 184–192. https://doi.org/10.58812/jpdws.v1i03.255
Stark, K., & Cummings, C. (2023). Emotions as Both a Tool and a Liability : A Phenomenology of Urban Charter School Teachers ’ Emotions. The Urban Review, 55(3), 337–363. https://doi.org/10.1007/s11256-022-00649-y
Sun, Y. and Shi, W. (2022). On the role of teacher–student rapport and teacher support as predictors of chinese efl students’ affective learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.856430
Thi, V., Huong, M., Thi, N., Tung, T., Thi, T., Hong, M., & Hung, D. H. (2020). Partnerships Between Teacher Education Universities And Schools In Practicum To Train Pre-Service Teachers Of Vietnam. 9(5). https://doi.org/10.5430/ijhe.v9n5p134
Tran, Y., & Dee, A. (2023). The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers. Journal of Education and Learning, 12(3), 40. https://doi.org/10.5539/jel.v12n3p40
Ulum, O. G. (2020). İngilizce Öğretmen Adaylarının Staj Deneyimi Beklentileri ve Kazanımları. Turkish Studies-Educational Sciences, Volume 15(2), 1287–1297. https://doi.org/10.29228/turkishstudies.41629
Volchenkova, K. (2021). The Influence of English Medium Instruction. Bulletin of The South Ural State University-Educational Sciences, 11(2), 68-78. https://doi.org/10.14529/ped190207
Zhu, G. (2019). Student Teachers ’ Emotions , Dilemmas , and Professional Identity Formation Amid the Teaching Practicums. The American Educational Research, 5-9. https://doi.org/10.3102/1435807