EFL Primary School Teaching Placement and Emotional Management

This qualitative study intends to understand future EFL Primary Education Teaching Degree students’ perception on the development of their emotional competences during their last practice period in their degree. A semi-structured interview was used to collect data, applying Maxqda 22 software for its analysis. Forty-five student teachers participated in the research. The results show that pre-service teachers had difficulties regulating their emotions during their placements. In addition, they maintained an excellent relationship with their pupils, and their form teachers at schools. However, the use of the English language as a vehicle of communication was seen to be an emotional barrier. In all cases, this teaching practice illustrated student teachers’ vocation. Additionally, they learnt how to communicate effectively and deal with problems that arose. The study concludes by confirming the necessity of improving Teacher Training in relation to students’ emotional competences management and development.