Emotional experiences of student teachers of English language and their professional self-adequacy

Karagoz Dilek T., BALÇIKANLI C.

PEDAGOGIES, cilt.18, sa.4, ss.614-631, 2023 (ESCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 18 Sayı: 4
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1080/1554480x.2022.2077337
  • Dergi Adı: PEDAGOGIES
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.614-631
  • Anahtar Kelimeler: Teacher emotion, emotional experience, professional self-adequacy, pre-service teacher education, EFFICACY
  • Gazi Üniversitesi Adresli: Evet

Özet

The present study aimed to examine the emotional experiences of student teachers of English language and the possible effects of these experiences and emotions on their professional self-adequacy. The current study used a social constructivist approach to emotions. Twelve student teachers of an ELT Program at a state university in Turkey took part in this study. The data were collected through semi-structured interviews and analysed inductively through content analysis. The analysis of the data yielded five major themes: Positive emotional experiences, negative emotional experiences, professional self-adequacy of student teachers, coping strategies, and regaining professional self-adequacy. The study indicated that student teachers of English language experienced both positive and negative emotional experiences during their pre-service teacher education. More importantly, this study highlighted the ways in which both positive emotional experiences of the student teachers and negative emotional experiences were connected to their professional self-adequacy. A model revealing the relation between the student teachers' emotional experiences and their professional self-adequacy was proposed. Finally, this study makes a call to pre-service education programs to reconsider the key role that emotions play in teacher training.