Abstract
A reciprocal relation has been identified between teacher emotion and teacher professional identity. However, the underlying mechanism explaining this complex interaction remains underexamined. Moreover, limited attention has been paid to the emotional dimension of student-teachers' development of professional identity during university coursework. To bridge this gap, the present study explores how student-teachers' emotions reciprocally interact with their professional identities, drawing data from questionnaires, reflections, and interviews with students taking courses related to language teaching in a teacher-training university. Both quantitative and qualitative data delineated the intertwined trajectories of student-teachers' emotional experiences and the development of professional identity in the learning process of becoming teachers. Mainly triggered by course-related factors, student-teachers experienced a wide array of emotions, of which the polarity and intensity were determined and mediated by their goals and actions deriving from their professional identities. Those aroused emotions, in turn, signaled the developmental process of professional identity and promoted or hindered their emerging identities. This paper concludes with some implications for initial teacher education programs.
Highlights
Teacher emotions, standing at the heart of teaching (Hargreaves, 1998), have significant impacts on the teaching and learning process (Chen, 2019)
It is in teacher development courses that student-teachers, for the first time, learn formally and systematically about theoretical knowledge for teaching, which serves as critical resources for their construction of professional identity (Yuan and Lee, 2015)
The analysis revealed the intertwined trajectories of studentteachers’ emotional experiences and professional identity development
Summary
Teacher emotions, standing at the heart of teaching (Hargreaves, 1998), have significant impacts on the teaching and learning process (Chen, 2019). In initial teacher education (ITE) programs, as student-teachers learn to teach, they will be experiencing a variety of emotions, which can influence their learning of professional knowledge and pedagogical skills, their understanding and commitment of the teaching profession, and their wellbeing at the university (Yuan and Lee, 2015; Birchinall et al, 2019). Identity clashes seem inevitable since student-teachers enter programs with prior experiences and differing personal values (Abednia, 2012) They may encounter a variety of challenges in the learning and application of theory, lesson design, and micro-teaching. These are all likely to lead to the turbulence of student-teachers’ emotions and the formation of professional identities
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