Unravelling the Interplay of Pre‐Service Language Teachers' Emotions and Professional Identities: A Dynamic Systems Model of Role Identity Perspective

Previous studies have given limited attention to the emotional and identity changes of pre‐service language teachers in education taught master (ETM) programmes. To fill this gap, this study explores the emotional changes of seven pre‐service language teachers undergoing professional training in an ETM programme. Following the Dynamic Systems Model of Role Identity (DSMRI), we conducted semi‐structured interviews, collected complementary reflection and employed thematic analysis to analyse the data. The results showed three identity development trajectories, namely, active practitioner, negative abandoner and uncertain hesitator. These identity trajectories were influenced by emotional factors and contextual factors (i.e., family, professional development programme and perceived social status) involved in the emotion–identity interplay. The findings enriched the understanding of emotions and identity changes among pre‐service language teachers and refined the context dimension of the DSMRI. Additionally, it offers teacher educators and researchers valuable insights into developing the desirable emotions and identities of pre‐service language teachers.