A narrative inquiry into student teachers’ emotions in professional identity construction during the teaching practicum

This narrative inquiry aims to investigate the emotional experiences of Indonesian EFL student teachers during their teaching practicum and how these emotions are intertwined with the development and transformation of their professional identities. In this study, eight student teacher participants were purposefully recruited following the ethical protocols. Data were collected through in-depth interviews and personal reflections, capturing student teachers’ emotional experiences related to their learning to teach processes. A thematic analysis identified patterns and recurring themes in the semi-structured interviews and reflections, enabling the participants to openly express their emotions, challenges, and coping strategies throughout the practicum. Findings demonstrate that student teachers’ emotional experiences during the practicum play a critical role in boosting their confidence and constructing their emerging professional identities. This study provides valuable insights into the complex ways emotions impact student teachers’ self-perceptions and roles as prospective teachers.