Emotional experiences and identity construction of pre-service English teachers during teaching practicum in Indonesia

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 preservice

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.