The emotional dimensions and identity formation of student teachers in China's diverse context remain under-explored. Employing legitimate peripheral participation (LPP) and integrating emotional labor and resilience lenses, this study uses thematic analysis of focus groups (n=24) and practicum reports to examine professional identity formation across urban, rural, and tutoring contexts in Western China. Findings reveal context-specific emotional trajectories: urban frustration, rural pressure-pride duality, and tutoring disillusionment. Four professional dilemmas emerged including pedagogical authority vs. care, legitimate peripheral participation membership vs. outsider status, assistant vs. authentic teacher roles, and pedagogical dissonance. These compounded emotional labor (surface/deep acting), incurring psychological costs. Mentorship and resilience buffered distress; negative emotions heightened attrition risk. Teacher identity forms as an affective process within legitimate peripheral participation, necessitating contextual support and resilience interventions.
Nie et al. (Tue,) studied this question.