Teachers and Teaching - A narrative inquiry into student teachers’ emotions in professional identity construction during the teaching practicum

Aug 31, 2026

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This narrative inquiry investigates Indonesian EFL student teachers’ emotional experiences during teaching practicum and how these emotions are linked to the development and transformation of professional identities. Eight student teacher participants were purposefully recruited under ethical protocols. In-depth interviews and personal reflections generated the data describing emotions tied to learning to teach processes. Thematic analysis identified recurring patterns in semi-structured interviews and reflections, highlighting participants’ challenges and coping strategies. Results show emotional experiences strengthen confidence and support emerging professional identity construction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

ABSTRACT

Research focus

Participants and data collection

Data analysis and findings

Introduction

Emotion and teaching practices

Emotion labour and professional identity

Teachers and Teaching theory and practice ISSN: (Print) (Online) Journal [homepage: ](homepage: www.tandfonline.com/journals/ctat20)[www.tandfonline.com/journals/ctat20](homepage: www.tandfonline.com/journals/ctat20) A narrative inquiry into ﬆudent teachers’ emotions in professional identity conﬆruction during the teaching practicum Fauzia h, Handoyo Puji Widodo, Reni Puspitasari Dwi Lestariyana, Tsabita Rosaria Qonnita & Dian E ka Chandra Wardhana To cite this article: Fauzia h, Handoyo Puji Widodo, Reni Puspitasari Dwi Lestariyana, Tsabita Rosaria Qonnita & Dian E ka Chandra Wardhana (10 May 2025): A narrative inquiry into student teachers’ emotions in professional identity construction during the teaching practicum, Teachers and Teaching, DOI: 10.1080/13540602.2025.2500041 To link to this article: [https://doi.org/10.1080/13540602.2025.2500041](https://doi.org/10.1080/13540602.2025.2500041) Published online: 10 May 2025. | Submit your article to this journal | | --- | | View related articles | | View Crossmark data | Full Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=ctat20](https://www.tandfonline.com/action/journalInformation?journalCode=ctat20) A narrative inquiry into student teachers’ emotions in professional identity construction during the teaching practicum Fauziah a, Handoyo Puji Widodo b, Reni Puspitasari Dwi Lestariyana b, Tsabita Rosaria Qonnita b,c and Dian Eka Chandra Wardhana d a English Education Department, Universitas Jabal Ghafur, Aceh, Indonesia; bDepartment of Research and Publication, PERIISAI Center for Social Science Research-PERIISAI, Banyuwangi, Jawa Timur, Indonesia; cEnglish Education Department, Universitas Sebelas Maret Surakarta, Jawa Tengah, Indonesia; dDepartment of Language Education, Universitas Bengkulu, Bengkulu, Indonesia ABSTRACT This narrative inquiry aims to investigate the emotional experiences of Indonesian EFL student teachers during their teaching practicum and how these emotions are intertwined with the development and transformation of their professional identities. In this study, eight student teacher participants were purposefully recruited following the ethical protocols. Data were collected through in-depth interviews and personal reflections, capturing student teachers’ emotional experiences related to their learning to teach processes. A thematic analysis identified patterns and recurring themes in the semi-structured interviewsand reflections, enabling the participants to openly express their emotions, challenges, and coping strategies throughout the practicum. Findings demonstrate that student teachers’ emotional experiences during the practicum play a critical role in boosting their confidence and constructing their emerging professional identities. This study provides valuable insights into the complex ways emotions impact student teachers’ self-perceptions and roles as prospective teachers. ARTICLE HISTORY Received 28 March 2024 Accepted 24 April 2025 KEYWORDS Teacher emotion; narrative inquiry; professional identity construction; student teachers; teaching practicum Introduction The extant literature posits that teaching involves cognition and emotion that exert influence upon classroom practices (Guo & Xu, 2024; Hargreaves, 2001; Kunter et al., 2013) . During the last five years, empirical evidence has reported emotion labour exerts influence on the (re)construction of teachers’ professional identities (Kocabaş-Gedik & Ortaçtepe Hart, 2020; Nazari et al., 2023; Song & Wu, 2024; Zhang et al., 2025), wherein the teaching practicum context, student teachers perceive learning to teach as emotionally charged experience that requires them to continually interpret and manage their emotions. By understanding how student teachers navigate these emotions, particularly in interactions with students and teacher educators, we can gain insights into the develop

FAQs

What does the study aim to investigate about student teachers?

It investigates Indonesian EFL student teachers’ emotional experiences during teaching practicum and how these emotions relate to building and reshaping professional identities.

How were participants and data collected in the study?

Eight student teacher participants were purposefully recruited. Data were collected through in-depth interviews and personal reflections.

What method was used to analyze the data and what did it reveal?

The study used thematic analysis to identify patterns and recurring themes in interviews and reflections, showing how emotions connect to confidence, challenges, and coping strategies during the practicum.

Aug 31, 2026

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