The Impact of an Online Teaching Practicum on Pre-service EFL Teachers' Negotiation of Emotions, Ideal and Feared Teacher Selves
JOURNAL OF LANGUAGE TEACHING AND LEARNING, cilt.16, sa.2, ss.118-135, 2026 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 16 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.66887/jltl.v16i3.1076
- Dergi Adı: JOURNAL OF LANGUAGE TEACHING AND LEARNING
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), MLA - Modern Language Association Database, MLA International Bibliography, EBSCO Communication Source, Communication Source (EBSCO)
- Sayfa Sayıları: ss.118-135
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
This study investigated (1) the ideal and feared teacher selves of eight pre-service EFL teachers during an online practicum conducted amid the COVID-19 pandemic in T & uuml;rkiye, (2) their emotional trajectories throughout the practicum, and (3) their perceptions of online teaching as articulated through metaphors. Thematic analysis revealed that most participants positioned themselves closer to their ideal teacher selves while actively distancing themselves from their feared selves over the course of the practicum. Moreover, initial negative emotional experiences gradually subsided, giving way to feelings of relief and, by the end of the second semester, predominantly positive emotions. Metaphorical analysis of the pre-service teachers' online practicum experiences yielded five interrelated sub-themes: emerging teacher identity, distance, challenge, uncertainty, and hope. Collectively, these findings illuminate how pre-service language teachers negotiated their emotional experiences and possible language teacher selves within an online practicum context, shaped by the unprecedented conditions of the COVID-19 pandemic.