Research Article
Investigation of EFL Student Teachers’ Emotional Responses to Affective Situations during Practicum

Safaa Mohammad Alhebaishi


APA 7th edition
Alhebaishi, S.M. (2019). Investigation Of EFL Student Teachers’ Emotional Responses To Affective Situations During Practicum. European Journal of Educational Research, 8(4), 1201-1215. https://doi.org/10.12973/eu-jer.8.4.1201

Harvard
Alhebaishi S.M. 2019 'Investigation Of EFL Student Teachers’ Emotional Responses To Affective Situations During Practicum', European Journal of Educational Research, 8(4), pp. 1201-1215.
Chicago 16th edition
Alhebaishi Safaa Mohammad. "Investigation Of EFL Student Teachers’ Emotional Responses To Affective Situations During Practicum," European Journal of Educational Research 8, no. 4 (2019): 1201-1215. https://doi.org/10.12973/eu-jer.8.4.1201

Abstract

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers’ emotions and training student teachers to manage their emotions to build future professional identities.

Keywords: Teachers’ emotions, practicum, regulation strategies.


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