Abbass, A. (2005). Somatization: Diagnosing it sooner through emotion-focused interviewing. Journal of Family Practice, 54(3), 215-224.

Abou-assali, M. (2013). Emotions experienced of United Arab Emirates EFL student teachers during the practicum (Unpublished doctoral dissertation).University of Exeter, United Arab Emirates.

Akbari, R., Samer, R., Kiany, G., & Tahernia, M. (2017). A qualitative study of EFL teachers’emotion regulation behavior in the classroom. Theory and practice in Language Studies, 7(4), 311-321. https://doi.org/10.17507/tpls.0704.10

Arizmendi Tejeda, S., Gillings de Gonzalez, B. S., & Lopez Martinez, C. L. de J. (2016). How novice teachers regulate their negative emotions. HOW, 23(1), 30-48. https://doi.org/10.19183/how.23.1.299

Baumeister, R., Twenge, J., & Nuss, C. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83(4), 817-827. https://doi.org/10.1037/0022-3514.83.4.817

Becker, E., Geotz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’emotions and instructional behavior for their students’emotions- an experience sampling analysis. Teaching and Teacher Education, 43, 15- 26. https://doi.org/10.1016/j.tate.2014.05.002

Benesch, S. (2017). Emotions and English teaching: Exploring teachers’ emotions labor. Rutledge Taylor & Francis Group.

Bibby, T. (2002). Shame: An emotional response of doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705-721.

Brandt, C. (2006). Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal, 60(4), 355-364. https://doi.org/10.1093/elt/ccl026

Carson, R., & Templin, T. (2007). Emotional regulation and teacher burnout: Who says that the management of emotional expression doesn't matter? Paper presented in the Annual Meeting of American Educational Research Association Annual Convention, Chicago, IL, USA.

Chang, M. -L., & Davis, H. A. (2009). Understanding the role of teacher appraisals in shaping the dynamics of their relationships with students: deconstructing teachers’ judgments of disruptive behavior/students. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 95-127).  New York, NY: Springer. https://doi.org/10.1007/978-1-4419-0564-2

Chen, J. (2016). Understanding teacher emotions: The development of a teacher motion inventory. Teaching and Teacher Education, 55, 68-77. https://doi.org/10.1016/j.tate.2016.01.001

Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues, and their work. Teaching and Teacher Education, 27(1), 235-242.

Crandall, J. (2000). Language and teacher education. Annual Review of Applied Linguistics, 20, 34–55.

Cross, D., & Hong, J. Y. (2012). An ecological examination of teachers’ emotions in the school context. Teaching and Teacher Education, 28(7), 957-967. https://doi.org/10.1016/j.tate.2012.05.001

Cubukcu, F. (2013). The significance of teachers’ academic emotions. Social and Behavioral Sciences, 70, 469-653.

Dang, T. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59. https://doi.org/10.1016/j.tate.2012.10.006

Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education, 24(5), 1160- 1172. http://doi:10.1016/j.tate.2007.02.001

Derryberry, D., & Reed, M. (2003). Information processing approaches to individual differences in emotional reactivity. In R. J. Davidson, K. R. Scherer, & H.H. Goldsmith (Eds.), Handbook of affective sciences (pp. 681–697). New York, NY: Oxford University Press.

Do, S., & Schallert, D. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96(4), 619–634. https://doi.org/10.1037/0022-0663.96.4.619

Erb, C. (2002, May). The emotional whirlpool of beginning teachers’ work. Paper presented at the annual meeting of the Canadian Society of Studies in Education, Toronto, Canada.

Farrell, T. (2001). English language teacher socialization during the practicum. Prospect, 16(1), 49-62.

Farrell, T. (2008). 'Here’s the book, go teach the classes: ELT practic um support. RELC Journal, 39(2), 226-241. https://doi.org/10.1177/0033688208092186.

Frenzel, A. (2014). Teacher emotions. In R. Pekrun, & L. Linnebrink-Garcia (Eds.), International handbook of emotions in education (pp. 494–519). New York, NY: Routledge.

Frenzel, A., & Gotz, T. (2007). Emotionales erleben von lehrkraften beim unterrichten [Teaching of emotional experience of teachers]. Journal of Educational Psychology/ Zeitschrift fur Padagogische Psychologie, 21(3/4), 283–295.

 Frenzel, A., Goetz, T., Stephens, E., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: an integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 129–151). New York, NY: Springer.

Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scale. Contemporary Educational Psychology, 46, 148-143. https://doi.org/10.1016/j.cedpsych.2016.05.003

Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415-441.

Garner, P. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297-321.

Ghanizadeh, A., & Royaei, N. (2015). Emotional facet of language teaching: Emotion regulation and emotional labor strategies as predictors of teachers. International Journal of Pedagogies and Learning, 10(2), 139-150. https://doi.org/10.1080/22040552.2015.1113847

Goetz, T., Becker, E., Bieg, M., Keller, M. M., Frenzel, A. C., & Hall, N. C. (2015). The glass half empty: How emotional exhaustion affects the state-trait discrepancy in self-reports of teaching emotions. PLoS ONE, 10(9), e0137441. https://doi.org/10.1371/journal.pone.0137441

Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111. https://doi.org/10.1016/j.tate.2014.01.002.

Gross, J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271.

 Gross, J., & John, O. (2002). Wise emotion regulation. In L. Feldman Barrett & P. Salovey (Eds.), The wisdom in feeling: Psychological processes in emotional intelligence (pp. 297-319). New York, NY: Guilford Press

Hagenauer, G., & Volet, S. (2014). ‘I don’t think I could, you know, just teach without any emotion’: Exploring the nature and origin of university teachers’ emotions. Research Papers in Education, 29(2), 240–262.

Hascher, T., & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum. International Journal of Educational Research, 77, 15-25. https://doi.org/10.1016/j.ijer.2016.02.003

Hascher, T., & Wepf, L. (2007). Lerntagebucher im Praktikum von Lehramtsstudierenden [Learning diaries in the internship of student teachers]. Empirical Education/ Empirische Padagogik, 21(2), 101–118.

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. http://dx.doi.org/10.1016/S0742-051X(98)00025-0

Hatch, J. (1993). Passing along teacher beliefs: A good day is ... Educational Horizons, 71(2), 109–112.

Horwitz, E. (1996). Even teachers get the blues: Recognizing and alleviating language teachers' feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372. https://doi.org/10.1111/j.1944-9720.1996.tb01248.x

Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27(6), 1039–1048.

Huberman, M. (1993). Steps toward a developmental model of the teaching career. In L. Kremer-Hayon, H. C. Vonk & R. Fessler (Eds.), Teacher professional development: A multiple perspective approach (pp. 93–118). Amsterdam, Te Netherlands: Swets & Zeitlinger.

Jiang, J., Vauras, M., Volet, S., & Wang, Y. (2016). Teachers’emotions and emotion regulation strategies: Self-and students’perceptions. Teaching and Teacher Education, 54, 22-31. https://doi.org/10.1016/j.tate.2015.11.008

John, O., & Gross, J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality & Social Psychology, 72(6), 1301-1334.

Kalat, J. (2012). Biological psychology (11th ed.). Boston, MA: Cengage learning.

Kaplan, A., Gheen, M., & Midgley, C. (2002). Classroom goal structure and student disruptive behavior. British Journal of Educational Psychology, 72(2), 191-211. https://doi.org/10.1348/000709902158847

Keller, M. M., Chang, M. L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in Psychology, 5, 1-10. https:// doi.org/10.3389/fpsyg.2014.01442

Kim, S., & Kim, J. (2004). When the learner becomes a teacher. Foreign language teaching anxiety as an occupational hazard. English Teaching, 59(1), 165- 186.

Lazarus, R. (1999). Stress and emotion: A new synthesis. New York, NY: Springer.

Lazarus, R., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.

Lee, J., & Yin, H. (2011). Teachers' emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25-46.

Macdonald, D. (1999). Teacher attrition: a review of literature. Teaching and Teacher Education, 15(8), 835-848. https://doi.org/10.1016/S0742-051X(99)00031-1

Mahmoudi, F., & Ozkan, Y. (2016). Practicum stress and coping strategies of pre-service English language teachers. Ptocedia-Social & Behavioral Sciences, 232, 494-501. https://doi.org/10.1016/j.sbspro.2016.10.067

Malderez, A., Hobson, A. J., Tracey, L., & Kerr, K. (2007). Becoming a student teacher: Core features of the experience. European Journal of Teacher Education, 30(3), 225-248.

Martinez Agudo, J. (2018). Emotions in second language teaching: Theory, research and teacher education. Cham, Switzerland: Springer.

Martinez Agudo, J., & Azzaro, G. (2018) Emotions in learning to teach EFL in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice. In J. Martinez Agudo (Ed.), Emotions in second language teaching. New York, NY: Springer.

Mendez Loez, M. G., & Pea Aguilar, A. (2013). Emotions as learning enhancers of foreign language learning motivation. Profile, 15(1), 109-124.

Miller, W. (1997). The anatomy of disgust. Cambridge, MA: Harvard University Press.

Nguyen, M. (2014). Preservice EAL teaching as emotional experiences: practicum experience in an Australian secondary school. Australian Journal of Teacher Education, 39(8), 63-84. https://doi.org/10.14221/ajte.2014v39n8.5.

Nyklicek, I., Vingerhoets, A., & Zeelenberg, M. (2011). Emotion regulation and well-being: A view from different angles. In I. Nyklicek, A. Vingerhoets, & M.  Zeelenberg (Eds.), Emotion regulation and well-being (pp. 1-9). New York, NY: Springer.

Parrott, W. (2001). The nature of emotion. In A. Tesser & N. Schwarz (Eds.), Blackwell handbook of social psychology: Intraindividual processes. (pp. 375-390). Malden, MA/ Oxford, UK: Blackwell Publishing Ltd. https://doi.org/10.1002/9780470998519.ch17.

Pekrun, R. (2014). Emotions and learning. Genova, Switzerland: International Bureau of Education, UNESCO.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149-174). Oxford, UK: Elsevier.

Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional identity tension of beginning teachers. Teachers and Teaching, 19(6), 660-678. https://doi.org/10.1080/13540602.2013.827455

Perlman, D. (2011). The influence of an autonomy-supportive intervention on preservice teacher instruction: a self-determined perspective. Australian Journal of Teacher Education, 36(11), 73–85.

 Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5-15. https://doi.org/10.1207/00461520252828519

Phelan, P., Davidson, A., & Cao, H. (1992). Speaking up: students' perspectives on school. The Phi Delta Kappan, 73(9), 695-696, 698-704.

Poulou, M. (2007). Student teachers’ concerns about teaching practice. European Journal of Teacher Education, 30(1), 91-110.

Premier, J. A., & Miller, J. (2010). Preparing pre-service teachers for multicultural classrooms. Australian Journal of Teacher Education, 35(2), 34-48. https://doi.org/10.14221/ajte.2010v35n2.3

Riesky, R. (2013). How English student teachers deal with teaching difficulties in their teaching practicum. Indonesian Journal of Applied Linguistics, 2(2), 260-272. https://doi.org/10.17509/ijal.v2i2.169.

Rodrigo-Ruiz, D. (2016). Effect of teachers’ emotions on their students: Some evidence. Journal of Education and Social Policy, 3(4), 73-79.

Said, S. (2014). Teacher Identity development in the midst of conflicting ideologies. In Y. L. Cheung, S. B. Said & K. Park (Eds.), Advances and current trends in language teacher identity research (pp.148-160). New York, NY: Routledge.

Scherer, K., Schorr, A., & Johnstone, T. (Eds.) (2001). Appraisal processes in emotion. Oxford, UK: Oxford University Press.

Schutz, P., Hong, J., Cross, D., & Osbon, J. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343-360.

Schutz, P., & Pekrun, R. (Eds.). (2007). Emotion in education. San Diego, CA: Elsevier.

Schutz, P., & Zembylas, M. (2009). Introduction to advances in teacher emotion research. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives. (pp. 3-11). New York, NY: Springer. https://doi.org/10.1007/978-1-4419-0564-2_1

Schwarzer, R., Boehmer, S., Luszczynska, A., Mohamed, N. E., & Knoll, N. (2005). Dispositional self-efficacy as a personal resource factor in coping after surgery. Personality and Individual Differences, 39(4), 807-818.

Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(2), 616-621.

Smith, M., & Firth, J. (2018). Psychology in the classroom: A teacher’s guide to what works. Oxon, UK/ New York, NY: Routledge.

Sutton, R. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379-398.

Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856.

Timostsuk , I., & Ugaste, A. (2012). The role of emotions in student teachers' professional identity. European Journal of Teacher Education, 35(4), 421- 433. https://doi.org/10.1080/02619768.2012.662637

Toraby, E., & Modarresi, G. (2018). EFL teachers’ emotions and learners’ views of teachers’ pedagogical success. International Journal of Instruction, 11(2), 513-526. https://doi.org/10.12973/iji.2018.11235a

Trent, J. (2013). From learner to teacher: Practice, language, and identity in teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440. htpp://doi.org/10.1080/1359866X.2013.838621.

Woolfolk Hoy, A. (2013). A reflection on the place of emotion in teaching and teacher education. In M. Newberry, A. Gallant & P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning (pp. 255-270). Bingley, UK: Emerald.

Yan, E., Evans, I., & Harvey, S. (2011). Observing emotional interactions between teachers and students in elementary school classrooms. Journal of Research in Childhood Education, 25(1), 82-97. https://doi.org/10.1080/02568543.2011.533115

Yoon, J. S. (2002). Teacher characteristics as predictors of teacher–student relationships: Stress, negative effect, and self-efficacy. Social Behavior and Personality: an International journal, 30(2), 485–493.

Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491. https://doi.org/10.1080/02671522.2014.932830

Zembylas, M. (2003). Caring for teacher emotion: reflections on teacher self-development. Studies in Philosophy & Education, 22(2), 103-125. https://doi.org/10.1023/A:1022293304065