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This study analyzes narrative interactions among pre-service teachers to explain how they negotiated emotional flux during practicum training. Findings show emotional flux and identity change are linked, with hidden “emotional rules” embedded in the practicum, while negative emotions escalate under constraints, hierarchy, and mentor support gaps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emotional-development-and-construction-of-teacher-identity-narrative-interactions-about-the-pre-service-teachers-practicum-experiences/593772/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emotional-development-and-construction-of-teacher-identity-narrative-interactions-about-the-pre-service-teachers-practicum-experiences/593772.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study link emotional flux to teacher identity development?","Question",{"text":112,"@type":113},"It finds that emotional flux and identity change are connected, and that hidden “emotional rules” are embedded in the teaching practicum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did pre-service teachers’ negative emotions escalate during the practicum?",{"text":117,"@type":113},"The escalation is attributed to contextual constraints, hierarchical structures, and a lack of support from mentors.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does recognition and progress by students play?",{"text":121,"@type":113},"Increased recognition and progress by students can stimulate pre-service teachers to perceive their assumed roles and reconstruct professional identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593772,1792231361,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 11 | Article 8 |\n| --- | --- |\n\n2017  \nEmotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’Practicum Experiences  \n(Mark) Feng TENG  \nHongKong Baptist University, [tengfeng@uni.canberra.edu.au](tengfeng@uni.canberra.edu.au)  \nRecommended Citation  \nTENG,(. (2017). Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences. Australian Journal of Teacher Education, 42 (11).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss11/8](http://ro.ecu.edu.au/ajte/vol42/iss11/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss11/8](http://ro.ecu.edu.au/ajte/vol42/iss11/8)  \nAustralian Journal of Teacher Education  \nEmotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum  \nExperiences  \nMark Feng Teng  \nHong Kong Baptist University, Hong Kong  \nAbstract: Pre-service teacher identity research has directed limited  \nattention to the construction and development of professional teacher  \nidentity through narrative interaction. An analysis of narrative  \ninteractions among pre-service teachers in the present study explored  \nthe ways in which they negotiated emotional flux in the process of  \ntraining to become a teacher. Overall, findings show that emotional flux  \nand identity change are connected, and hidden ‘emotional rules’ are  \nembedded in the teaching practicum. The pre-service teachers’ negative emotions gradually escalated due to contextual constraints, hierarchical  \nstructures, and lack of support from their mentors. This escalation  \ndiminished the development of their teacher identity. However,  \nincreasing recognition and progress by their students can stimulate pre  \nservice teachers to perceive their assumed roles and reconstruct  \nprofessional identity. Within the context of exploring this  \ninterconnection between teacher emotions and teacher identity, the  \npresent study argues that narrative interaction can complement existing  \nknowledge on the subject.  \nIntroduction  \nResearch on teacher identity has emerged as an independent research area in the field of teacher education, and researchers have mutually agreed that the construction, destruction, and reconstruction of teacher identity is fraught with emotions. Emotions, thoughts and actions are the aspects of the models that constitute the teacher-self, and it is self-evident that these aspects form an integral part of the teachers’ identity formation while playing a pivotal role in teaching (Beauchamp & Thomas, 2009; Connelly & Clandinin, 1999) . Teaching, per se, is an emotional process (Zembylas, 2005) . The classroom teaching sessions provide pre-service teachers with a unique platform to experiment with knowledge obtained during the teaching-learning process and to understand teaching practices on a real-time basis (Bezzina & Michalak, 2009) . However, pre-service teachers do experience intense emotions during their teaching-learning process (e.g., Bloomfield, 2010; Timoštšuk & Ugaste, 2010) . These emotional obstacles have an impact on pre-service teachers’ teaching; learning; classroom management; and interactions with students, school mentors, and students’ parents (Grudnoff, 2011) . Thus, it is reasonable to recognize the influences from or the contributions of the affective domain—the emotional process of the teaching and learning experience—towards the construction of the teachers’ identity (Han, 2016; Zembylas, 2004) .  \nVol 42, 11, November 2017 117  \nAustralian Journal of Teacher Education  \nExisting research has contributed to our understanding of the pre-service teachers’emotional ups and downs and identity change, particularly in the context of teaching practicum (e.g., Karlsson, 2013) . However, there are still some underexplored issues such","cbCaihAOehQF1N4o","https://ap.wps.com/l/cbCaihAOehQF1N4o","pdf",428348,"English","# Introduction\n## Theoretical Underpinnings: Emotions and Teacher Identity","[{\"question\":\"How does the study link emotional flux to teacher identity development?\",\"answer\":\"It finds that emotional flux and identity change are connected, and that hidden “emotional rules” are embedded in the teaching practicum.\"},{\"question\":\"Why did pre-service teachers’ negative emotions escalate during the practicum?\",\"answer\":\"The escalation is attributed to contextual constraints, hierarchical structures, and a lack of support from mentors.\"},{\"question\":\"What role does recognition and progress by students play?\",\"answer\":\"Increased recognition and progress by students can stimulate pre-service teachers to perceive their assumed roles and reconstruct professional identity.\"}]","Emotional Development and Construction of Teacher Identity - Narrative Interactions about the Pre-service Teachers’ Practicum Experiences | PDF",1792077886,48]