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


Karagoz Dilek T., BALÇIKANLI C.

PEDAGOGIES, 2022 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/1554480x.2022.2077337
  • Journal Name: PEDAGOGIES
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Keywords: Teacher emotion, emotional experience, professional self-adequacy, pre-service teacher education, EFFICACY
  • Gazi University Affiliated: Yes

Abstract

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.