Research Information System
3rd International ILTERG Conference, Nevşehir, Turkey, 2 - 03 June 2023, pp.87, (Summary Text)
The field of teacher emotion has become a focus of research in teacher education, and
language teacher research is no exception to this growing trend. Language teachers, as in
other fields of teaching, experience a variety of emotions that may affect their professional
beliefs, motivation, or well-being. In the same way, teachers’ emotions have an influence on
students’ academic performance and the learning process. Pre-service language teachers are
likely to experience a wide variety of emotions as they go through a dynamic process in
which they are expected to carry out teaching practices in a real classroom setting and are
assessed by theirsupervisors. Numerous studies have explored teachers’ emotions in different
research contexts; however, the number of studies on pre-service language teachers’
emotionality needs to be increased. For this very specific reason, this study attempted to
scrutinize pre-service English language teachers’ emotions before, during, and after the
teaching practicum. The study also dwelled on the causes and consequences of the emotions
experienced by pre-service language teachers. The study was conducted with 70 Turkish preservice English language teachers. Data collected via reflection journals and semi-structured
interviews were analyzed using content analysis. The findings of the study had some
implications for pre-service teachers and teacher trainers.
Keywords: Teacher emotions, Pre-service language teachers, Teaching practicum.