“Am I Ready to Teach?”: The Emotional Journey of Pre-Service English Teachers Through Teaching Practicum in Japan

This study investigates the emotions that university students who were enrolled in a teacher education program experienced through their teaching practicum. The participants were four fourth-year university students who were in the process of obtaining their English teaching licenses in Japan. Semistructured interviews with each participant unveiled their emotional responses before, during, and after they participated in teaching practicum at junior high schools. The qualitative analysis of the interview data was conducted using emotion coding. The findings show that the participants experienced various emotional reactions through genuine interaction in authentic teaching contexts. Even though some participants had shared similar emotional experiences such as anxiety, their emotions changed as they engaged with students and their supervisors. Their emotional journey through real-world interaction shaped how they perceive their career choice. This study concludes with the suggestion to help students reflect on their emotions as well as their career goals through teacher education programs.