Vol. 12/ Núm. 4 2025 pág. 39
https://doi.org/10.69639/arandu.v12i4.1649
The Role of Emotions in the Practicum Experience of
Ecuadorian Pre-Service English Teachers
El Rol De Las Emociones Durante Las Prácticas Pre Profesionales En Profesores De
Inglés Ecuatorianos En Formación
Karla Nohelia Macías Sánchez
kmaciass2@uteq.edu.ec
https://orcid.org/0009-0004-3204-2771
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Quevedo – Ecuador
Artículo recibido: 18 septiembre 2025 - Aceptado para publicación: 28 octubre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study explores the emotional experiences of EFL pre service teachers in Ecuador during their
professional practice, emphasizing the importance of emotional intelligence (EI) and emotional
support in their development. Using a mixed-method approach, it combines a quantitative method
(survey) and two qualitative methods (interviews and visual narratives such as memes) to
understand how emotions affect their performance, motivation, and professional identity
formation. The results show that students face a variety of emotions, both pleasant and unpleasant,
related to pedagogical challenges, uncertainty, and pressure, aspects that can influence their well-
being and teaching effectiveness. The research shows that developing EI is key to managing these
emotions, reducing stress, and strengthening resilience, aspects that are limited by the lack of
emotional support spaces in internships. In addition, it reflects the necessity to incorporate
strategies such as peer support, creative reflective activities, and training in social-emotional skills
into teacher training programs.
Keywords: emotions, practicum, EFL pre-service teachers
RESUMEN
Este estudio explora las experiencias emocionales de futuros docentes de inglés en Ecuador
durante su práctica profesional, destacando la importancia de la inteligencia emocional (IE) y el
apoyo emocional en su desarrollo. Utilizando un enfoque mixto, combina un método cuantitativo
(encuesta) y dos cualitativos (entrevistas y narrativas visuales como memes) para entender cómo
Vol. 12/ Núm. 4 2025 pág. 40
las emociones afectan su rendimiento, motivación y formación de identidad profesional. Los
resultados evidencian que los estudiantes enfrentan una variedad de emociones, tanto positivas
como negativas, relacionadas con desafíos pedagógicos, incertidumbre y presión, aspectos que
pueden influir en su bienestar y eficacia docente. La investigación subraya que el desarrollo de
IE es clave para gestionar estas emociones, reducir el estrés y fortalecer la resiliencia, aspectos
que se ven limitados por la carencia de espacios de apoyo emocional en las prácticas. Además, se
destaca la necesidad de incorporar estrategias como el apoyo entre pares, actividades reflexivas
creativas y formación en habilidades socioemocionales en los programas de formación docente.
Palabras clave: emociones, prácticas, profesores de inglés como lengua extranjera (en
formación)
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
las emociones afectan su rendimiento, motivación y formación de identidad profesional. Los
resultados evidencian que los estudiantes enfrentan una variedad de emociones, tanto positivas
como negativas, relacionadas con desafíos pedagógicos, incertidumbre y presión, aspectos que
pueden influir en su bienestar y eficacia docente. La investigación subraya que el desarrollo de
IE es clave para gestionar estas emociones, reducir el estrés y fortalecer la resiliencia, aspectos
que se ven limitados por la carencia de espacios de apoyo emocional en las prácticas. Además, se
destaca la necesidad de incorporar estrategias como el apoyo entre pares, actividades reflexivas
creativas y formación en habilidades socioemocionales en los programas de formación docente.
Palabras clave: emociones, prácticas, profesores de inglés como lengua extranjera (en
formación)
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 41
INTRODUCTION
In recent years, the importance of emotions in the teaching and learning process has
gained considerable attention in educational research. Teaching English as a foreign language
(EFL) presents not only linguistic and pedagogical challenges but also emotional demands,
especially for pre-service teachers who are still developing their professional identity. Teaching
a language, specifically in the EFL context, is one of the most demanding and difficult tasks that
can arouse teachers' stress and burnout (Yin et al., 2013). During the practicum stage, future
English teachers are often exposed to emotionally intense situations that can significantly
influence their motivation, confidence, and teaching performance. Pleasant and unpleasant
emotions emerge constantly in the classroom, shaping how pre-service teachers interact with their
students, manage their responsibilities, and perceive their growth. Emotional intelligence (EI),
which refers to various emotional skills, has the potential to reduce unfavorable, destructive
aspects of teacher experiences and improve teachers' well-being (Sánchez-Álvarez et al., 2016).
However, despite the emotional complexity of teaching, there is still a lack of research
exploring the emotional experiences of EFL pre-service teachers in Latin American contexts,
particularly in Ecuador. Most studies have focused on in-service teachers or on cognitive aspects
of teacher training, leaving aside the emotional dimension. As noted by Santos et al. (2022), until
early 2020, little attention had been given in Ecuador to how emotions influence the English
language learning and teaching process, showing a significant gap in local academic research. As
Yin et al. (2013) point out, concentrating on the emotional aspects of teachers has grown in the
educational field, as emotional factors are at the core of academic success. Furthermore,
Hagenauer and Volet (2014) argue that teachers' emotional experiences deserve more attention in
research, particularly during early career stages such as initial training.
Therefore, the general objective of this study is to explore the role of emotional factors
in shaping the practicum experiences of Ecuadorian pre-service English teachers. To accomplish
this, the research aims to: (1) identify the key emotional factors influencing pre-service English
teachers during their practicum, and (2) analyze the strategies they use to manage emotional
challenges in real classroom contexts. By giving voice to fifteen pre-service teachers through
qualitative and quantitative methods, this research seeks to raise awareness of the need to integrate
emotional support and training in teacher education programs, contributing to a more effective
approach to teacher preparation.
Literature Review
Emotions
Emotions are dynamic and continuous processes that arise when individuals interact with
their environment and determine how they interpret and respond to experiences (Barrett, 2006).
They represent a fundamental role in guiding behavior and decision making, while being
INTRODUCTION
In recent years, the importance of emotions in the teaching and learning process has
gained considerable attention in educational research. Teaching English as a foreign language
(EFL) presents not only linguistic and pedagogical challenges but also emotional demands,
especially for pre-service teachers who are still developing their professional identity. Teaching
a language, specifically in the EFL context, is one of the most demanding and difficult tasks that
can arouse teachers' stress and burnout (Yin et al., 2013). During the practicum stage, future
English teachers are often exposed to emotionally intense situations that can significantly
influence their motivation, confidence, and teaching performance. Pleasant and unpleasant
emotions emerge constantly in the classroom, shaping how pre-service teachers interact with their
students, manage their responsibilities, and perceive their growth. Emotional intelligence (EI),
which refers to various emotional skills, has the potential to reduce unfavorable, destructive
aspects of teacher experiences and improve teachers' well-being (Sánchez-Álvarez et al., 2016).
However, despite the emotional complexity of teaching, there is still a lack of research
exploring the emotional experiences of EFL pre-service teachers in Latin American contexts,
particularly in Ecuador. Most studies have focused on in-service teachers or on cognitive aspects
of teacher training, leaving aside the emotional dimension. As noted by Santos et al. (2022), until
early 2020, little attention had been given in Ecuador to how emotions influence the English
language learning and teaching process, showing a significant gap in local academic research. As
Yin et al. (2013) point out, concentrating on the emotional aspects of teachers has grown in the
educational field, as emotional factors are at the core of academic success. Furthermore,
Hagenauer and Volet (2014) argue that teachers' emotional experiences deserve more attention in
research, particularly during early career stages such as initial training.
Therefore, the general objective of this study is to explore the role of emotional factors
in shaping the practicum experiences of Ecuadorian pre-service English teachers. To accomplish
this, the research aims to: (1) identify the key emotional factors influencing pre-service English
teachers during their practicum, and (2) analyze the strategies they use to manage emotional
challenges in real classroom contexts. By giving voice to fifteen pre-service teachers through
qualitative and quantitative methods, this research seeks to raise awareness of the need to integrate
emotional support and training in teacher education programs, contributing to a more effective
approach to teacher preparation.
Literature Review
Emotions
Emotions are dynamic and continuous processes that arise when individuals interact with
their environment and determine how they interpret and respond to experiences (Barrett, 2006).
They represent a fundamental role in guiding behavior and decision making, while being
Vol. 12/ Núm. 4 2025 pág. 42
influenced and regulated by internal cognitive processes and the social context (Cole et al. (2011).
Depending on the situation, emotions can be adaptive, helping people adjust and thrive, or
maladaptive, overwhelming their ability to cope with situations (Cole, 2018). Emotions consist
of multiple components, including subjective feelings, physiological responses, expressive
behavior, and action tendencies (Frijda et al., 2000). Throughout life, as people encounter new
experiences and social contexts, their ability to recognize, understand, and regulate emotions
develops, shaped by changes in neurobiology, cognitive abilities, and social relationships, making
emotional growth a lifelong process (Thompson, 2011).
Emotional Intelligence
Emotional intelligence (EI) refers to the ability to perceive, understand, manage, and
regulate one’s own emotions and those of others. Goleman (1995) Emotional intelligence is the
capacity to identify, comprehend, and regulate one’s own emotions, while also perceiving,
understanding, and effectively responding to the emotions of others. Salovey and Mayer (1990)
also defined EI as the ability to monitor one’s own and others’ feelings and use this emotional
information to guide thinking and behavior. Based on this, Derakhshan et al. (2019) conceptualize
EI as the capacity to understand and manage both personal emotions and those of individuals in
roles such as teachers or students, which is particularly relevant in classroom settings.
MacCann et al. (2020) argue that individuals with high levels of EI are more skillful at
processing emotional information, allowing them to regulate their cognitive processes and
behavior more effectively. In the educational context, this implies that emotionally intelligent pre-
service teachers are more likely to manage classroom challenges constructively and maintain
supportive learning environments. Rastegar and Memarpour (2009) further support this by
suggesting that teachers with higher EI are better able to regulate their emotions in the classroom,
which positively influences their interactions with students. Similarly, Soanes and Sungoh (2019)
found that a strong understanding of EI contributes to more effective teaching, improved student
behavior, and greater job satisfaction, which are all critical factors in teacher development.
In the EFL context, emotional demands may be intensified due to language barriers,
cultural diversity, and communication challenges. Chen et al. (2024) point out that EI, along with
self-efficacy, constitutes an indispensable part in preventing burnout among EFL teachers,
emphasizing the protective function of emotional competence in high-stress teaching
environments. The role of emotions in teacher development extends beyond classroom
management. Barcelos (2015) emphasizes that teacher emotions deeply influence professional
identity, teaching effectiveness, and overall well-being. She also underscores the interconnection
between emotions and beliefs, arguing that these elements must be considered together to
understand pedagogical decisions fully. In line with this, Orlova and Kamenická (2024) stress the
importance of addressing emotional challenges during the practicum period, noting that emotional
awareness and regulation are essential for resilience and for building a strong teaching identity.
influenced and regulated by internal cognitive processes and the social context (Cole et al. (2011).
Depending on the situation, emotions can be adaptive, helping people adjust and thrive, or
maladaptive, overwhelming their ability to cope with situations (Cole, 2018). Emotions consist
of multiple components, including subjective feelings, physiological responses, expressive
behavior, and action tendencies (Frijda et al., 2000). Throughout life, as people encounter new
experiences and social contexts, their ability to recognize, understand, and regulate emotions
develops, shaped by changes in neurobiology, cognitive abilities, and social relationships, making
emotional growth a lifelong process (Thompson, 2011).
Emotional Intelligence
Emotional intelligence (EI) refers to the ability to perceive, understand, manage, and
regulate one’s own emotions and those of others. Goleman (1995) Emotional intelligence is the
capacity to identify, comprehend, and regulate one’s own emotions, while also perceiving,
understanding, and effectively responding to the emotions of others. Salovey and Mayer (1990)
also defined EI as the ability to monitor one’s own and others’ feelings and use this emotional
information to guide thinking and behavior. Based on this, Derakhshan et al. (2019) conceptualize
EI as the capacity to understand and manage both personal emotions and those of individuals in
roles such as teachers or students, which is particularly relevant in classroom settings.
MacCann et al. (2020) argue that individuals with high levels of EI are more skillful at
processing emotional information, allowing them to regulate their cognitive processes and
behavior more effectively. In the educational context, this implies that emotionally intelligent pre-
service teachers are more likely to manage classroom challenges constructively and maintain
supportive learning environments. Rastegar and Memarpour (2009) further support this by
suggesting that teachers with higher EI are better able to regulate their emotions in the classroom,
which positively influences their interactions with students. Similarly, Soanes and Sungoh (2019)
found that a strong understanding of EI contributes to more effective teaching, improved student
behavior, and greater job satisfaction, which are all critical factors in teacher development.
In the EFL context, emotional demands may be intensified due to language barriers,
cultural diversity, and communication challenges. Chen et al. (2024) point out that EI, along with
self-efficacy, constitutes an indispensable part in preventing burnout among EFL teachers,
emphasizing the protective function of emotional competence in high-stress teaching
environments. The role of emotions in teacher development extends beyond classroom
management. Barcelos (2015) emphasizes that teacher emotions deeply influence professional
identity, teaching effectiveness, and overall well-being. She also underscores the interconnection
between emotions and beliefs, arguing that these elements must be considered together to
understand pedagogical decisions fully. In line with this, Orlova and Kamenická (2024) stress the
importance of addressing emotional challenges during the practicum period, noting that emotional
awareness and regulation are essential for resilience and for building a strong teaching identity.
Vol. 12/ Núm. 4 2025 pág. 43
By developing EI, pre-service teachers acquire the ability to recognize, regulate, and reflect on
emotional experiences both their own and those of others. These competencies enable them to
respond effectively to classroom challenges, create supportive learning environments, and
increase both teacher satisfaction and student achievement. As Borg (2006) affirms,
understanding the affective dimensions of teaching is key to cultivating inclusive, empathetic,
and effective educational spaces.
The practicum as a formative experience
The teaching practicum serves as a formative experience for student-teachers, allowing
them to apply theoretical knowledge in a real-world context. According to Yuan and Lee (2016),
this practical stage provides an opportunity to implement pedagogical theories and methodologies
learned during their training. Through this hands-on experience, student-teachers can test their
strategies and adapt them based on students’ needs, contextual factors, and real classroom
dynamics. Pre-service teachers experience a range of emotions that play a crucial role in shaping
their professional identities; this is the reason why Golombek and Dorian (2014) affirm that it is
essential to understand and manage these emotions for their professional development. By
exploring their feelings, student-teachers gain a deeper understanding of the complexities of the
teaching profession, ultimately contributing to their identity formation (Yuan & Lee, 2016).
The emotional support in practicum stage
Emotional support includes guidance and encouragement to help individuals face
challenges. In education, it assists pre-service teachers in managing practicum demands, building
confidence, and teaching effectively (Murray-Harvey, 2010; Zembylas, 2003). The gap between
expectations and teaching realities can impact their performance and sense of identity, and strong
support systems help close that gap. The emotional climate of schools also matters; teachers’
emotions and self-efficacy influence collaboration and student-centered practices (Pan et al.,
2024). Because of this, communication is essential; narrative inquiry offers a space to process
emotional and cognitive dissonance (Golombek & Johnson, 2004).
Support from mentors and peers is essential. Mentor guidance shapes how pre-service
teachers learn to teach (Orland-Barak & Wang, 2021), while peer support, based on mutual
respect, fosters emotional resilience (Solomon, 2004). Sharing fears, achievements, and concerns
promotes well-being and builds a sense of community (Harrison et al., 2023; Kontak et al., 2022).
METHODOLOGY
This research adopted a mixed-methods approach to explore the emotional experiences
of Ecuadorian English teachers during their practicum. A transversal design was used. The
combination of quantitative and qualitative methods allows a comprehensive understanding of
how emotions influence teaching practices and the development of future English teachers in
Ecuador.
By developing EI, pre-service teachers acquire the ability to recognize, regulate, and reflect on
emotional experiences both their own and those of others. These competencies enable them to
respond effectively to classroom challenges, create supportive learning environments, and
increase both teacher satisfaction and student achievement. As Borg (2006) affirms,
understanding the affective dimensions of teaching is key to cultivating inclusive, empathetic,
and effective educational spaces.
The practicum as a formative experience
The teaching practicum serves as a formative experience for student-teachers, allowing
them to apply theoretical knowledge in a real-world context. According to Yuan and Lee (2016),
this practical stage provides an opportunity to implement pedagogical theories and methodologies
learned during their training. Through this hands-on experience, student-teachers can test their
strategies and adapt them based on students’ needs, contextual factors, and real classroom
dynamics. Pre-service teachers experience a range of emotions that play a crucial role in shaping
their professional identities; this is the reason why Golombek and Dorian (2014) affirm that it is
essential to understand and manage these emotions for their professional development. By
exploring their feelings, student-teachers gain a deeper understanding of the complexities of the
teaching profession, ultimately contributing to their identity formation (Yuan & Lee, 2016).
The emotional support in practicum stage
Emotional support includes guidance and encouragement to help individuals face
challenges. In education, it assists pre-service teachers in managing practicum demands, building
confidence, and teaching effectively (Murray-Harvey, 2010; Zembylas, 2003). The gap between
expectations and teaching realities can impact their performance and sense of identity, and strong
support systems help close that gap. The emotional climate of schools also matters; teachers’
emotions and self-efficacy influence collaboration and student-centered practices (Pan et al.,
2024). Because of this, communication is essential; narrative inquiry offers a space to process
emotional and cognitive dissonance (Golombek & Johnson, 2004).
Support from mentors and peers is essential. Mentor guidance shapes how pre-service
teachers learn to teach (Orland-Barak & Wang, 2021), while peer support, based on mutual
respect, fosters emotional resilience (Solomon, 2004). Sharing fears, achievements, and concerns
promotes well-being and builds a sense of community (Harrison et al., 2023; Kontak et al., 2022).
METHODOLOGY
This research adopted a mixed-methods approach to explore the emotional experiences
of Ecuadorian English teachers during their practicum. A transversal design was used. The
combination of quantitative and qualitative methods allows a comprehensive understanding of
how emotions influence teaching practices and the development of future English teachers in
Ecuador.
Vol. 12/ Núm. 4 2025 pág. 44
Context and Participants
This study focused on 87 students enrolled in the 5th to 8th semesters of a teacher training
program at an Ecuadorian university. All participants had already completed their teaching
practicums at the time of data collection. Their ages ranged from 19 to 40.
To inform them about the study, the researcher personally visited each class, explained
the purpose of the research, and invited students to participate voluntarily. Of the 87 students who
responded to the survey (Quantitative Phase), 15 agreed to participate and signed an informed
consent form before providing their responses and materials for the study (Qualitative Phase).
Data Collection Instrument
The primary data collection tools included questionnaires, interviews, and visual
narratives through memes. The questionnaire used a Likert scale to gather quantitative data on
the frequency and intensity of preservice teachers’ emotions that participants experience during
their practicum. This data was analyzed using descriptive statistics to explore patterns and
relationships between emotions and factors like teaching performance. Semi-structured
interviews provided qualitative insights into participants' emotional experiences, with a focus on
the causes, effects, and management of emotions during teaching. The interview data was
analyzed thematically to identify recurring emotional themes.
Additionally, participants were asked to create memes to express their emotional
experiences. These visual stories were analyzed to identify symbolic representations of their
emotions and the coping strategies used. The combination of quantitative and qualitative methods
provided a thorough understanding of how emotions influence teaching practices and the
development of future English teachers in Ecuador. It is important to note that only the students
who were interviewed and those who were randomly selected to create memes needed to give
informed consent. This requirement ensures that ethical guidelines were followed while focusing
on the participants directly involved in providing detailed qualitative insights or creative visual
stories.
Survey
The survey included fifteen questions based on a four-point Likert scale (1 = Totally agree
to 5 = Totally disagree), along with additional items about gender, age, and time spent learning
English. It was distributed via Google Forms to ensure accessibility and easy response. The
questionnaire was written in Spanish, the participants' native language, to ensure clarity and
accuracy. To improve the instrument's reliability, it was first reviewed by a research-expert
professor before being administered.
Visual narrative
Visual narratives have gained significant attention in educational research as meaningful
tools for both data collection and reflective practice (Santos et al., 2025). These narratives can
take a variety of forms, including drawings, collages, paintings, and digital media such as memes,
Context and Participants
This study focused on 87 students enrolled in the 5th to 8th semesters of a teacher training
program at an Ecuadorian university. All participants had already completed their teaching
practicums at the time of data collection. Their ages ranged from 19 to 40.
To inform them about the study, the researcher personally visited each class, explained
the purpose of the research, and invited students to participate voluntarily. Of the 87 students who
responded to the survey (Quantitative Phase), 15 agreed to participate and signed an informed
consent form before providing their responses and materials for the study (Qualitative Phase).
Data Collection Instrument
The primary data collection tools included questionnaires, interviews, and visual
narratives through memes. The questionnaire used a Likert scale to gather quantitative data on
the frequency and intensity of preservice teachers’ emotions that participants experience during
their practicum. This data was analyzed using descriptive statistics to explore patterns and
relationships between emotions and factors like teaching performance. Semi-structured
interviews provided qualitative insights into participants' emotional experiences, with a focus on
the causes, effects, and management of emotions during teaching. The interview data was
analyzed thematically to identify recurring emotional themes.
Additionally, participants were asked to create memes to express their emotional
experiences. These visual stories were analyzed to identify symbolic representations of their
emotions and the coping strategies used. The combination of quantitative and qualitative methods
provided a thorough understanding of how emotions influence teaching practices and the
development of future English teachers in Ecuador. It is important to note that only the students
who were interviewed and those who were randomly selected to create memes needed to give
informed consent. This requirement ensures that ethical guidelines were followed while focusing
on the participants directly involved in providing detailed qualitative insights or creative visual
stories.
Survey
The survey included fifteen questions based on a four-point Likert scale (1 = Totally agree
to 5 = Totally disagree), along with additional items about gender, age, and time spent learning
English. It was distributed via Google Forms to ensure accessibility and easy response. The
questionnaire was written in Spanish, the participants' native language, to ensure clarity and
accuracy. To improve the instrument's reliability, it was first reviewed by a research-expert
professor before being administered.
Visual narrative
Visual narratives have gained significant attention in educational research as meaningful
tools for both data collection and reflective practice (Santos et al., 2025). These narratives can
take a variety of forms, including drawings, collages, paintings, and digital media such as memes,
Vol. 12/ Núm. 4 2025 pág. 45
the latter serving as one of the central focuses of the present study. As a visual and arts-based
method, the use of memes offers a creative, accessible, and engaging alternative to traditional
written reflection, particularly for student teachers (STs).
From a methodological perspective, visual approaches provide valuable insights into the
evolving professional identities of preservice teachers, as well as their beliefs and assumptions
about language teaching (De Laurentiis Brandão, 2018, 2019; Kelly, 2018; Melo-Pfeifer,
Brinkmann, & Gerwers, 2024). When employed as a form of reflective practice, visual methods
have proven effective in supporting preservice teachers’ exploration of practicum-related
challenges (Mitchell et al., 2010), pedagogical understanding (Swierzbin & Reimer, 2019),
linguistic identity (Ibrahim, 2022), and emotional experiences (Weng & Troyan, 2023).
Incorporating memes into reflective activities provides a way to capture preservice
teachers’ emotional experiences during their practicum, highlighting the growing influence of
digital visual culture in teacher education. By creating memes, participants can visually represent
and communicate their emotions, offering insights into their reflective processes and the
emotional dimensions of teaching (Vázquez-Calvo, Paz-López, & Rey-Godoy, 2025). In this
study, 15 student teachers who voluntarily signed a consent form were asked to create a meme
that represented the emotions they experienced during their internship. Additionally, they were
instructed to provide a brief written explanation of their visual representation. Participants were
given one week to complete the task, allowing time for thoughtful engagement with both the
visual and reflective dimensions of the activity.
Interview
Semi-structured interviews, as described by Gill et al. (2008), represent a qualitative
research method that integrates a predetermined set of open-ended questions with the flexibility
to explore emerging topics during the interview process. This approach enables researchers to
obtain rich, detailed data and gain deeper insights into participants' experiences and perspectives.
It is particularly effective when the objective is to explore participants' thoughts, emotions, and
motivations in depth. By offering a balance between the consistency of structured interviews and
the adaptability of unstructured ones, semi-structured interviews serve as a valuable tool in
qualitative inquiry.
As the final phase of data collection in the present study, semi-structured interviews were
conducted with fifteen student teachers. Each participant responded to six guiding questions
designed to elicit reflections on their emotional experiences, personal anecdotes, suggestions, and
overall perspectives regarding their teaching internship. This method facilitated a deeper
understanding of the nuanced emotional dimensions associated with their practicum.
Data Collection Analysis
The data collection process was carried out through Google Forms, the submission of
visual narratives (memes) and semi-structured interviews. After completing the survey, the
the latter serving as one of the central focuses of the present study. As a visual and arts-based
method, the use of memes offers a creative, accessible, and engaging alternative to traditional
written reflection, particularly for student teachers (STs).
From a methodological perspective, visual approaches provide valuable insights into the
evolving professional identities of preservice teachers, as well as their beliefs and assumptions
about language teaching (De Laurentiis Brandão, 2018, 2019; Kelly, 2018; Melo-Pfeifer,
Brinkmann, & Gerwers, 2024). When employed as a form of reflective practice, visual methods
have proven effective in supporting preservice teachers’ exploration of practicum-related
challenges (Mitchell et al., 2010), pedagogical understanding (Swierzbin & Reimer, 2019),
linguistic identity (Ibrahim, 2022), and emotional experiences (Weng & Troyan, 2023).
Incorporating memes into reflective activities provides a way to capture preservice
teachers’ emotional experiences during their practicum, highlighting the growing influence of
digital visual culture in teacher education. By creating memes, participants can visually represent
and communicate their emotions, offering insights into their reflective processes and the
emotional dimensions of teaching (Vázquez-Calvo, Paz-López, & Rey-Godoy, 2025). In this
study, 15 student teachers who voluntarily signed a consent form were asked to create a meme
that represented the emotions they experienced during their internship. Additionally, they were
instructed to provide a brief written explanation of their visual representation. Participants were
given one week to complete the task, allowing time for thoughtful engagement with both the
visual and reflective dimensions of the activity.
Interview
Semi-structured interviews, as described by Gill et al. (2008), represent a qualitative
research method that integrates a predetermined set of open-ended questions with the flexibility
to explore emerging topics during the interview process. This approach enables researchers to
obtain rich, detailed data and gain deeper insights into participants' experiences and perspectives.
It is particularly effective when the objective is to explore participants' thoughts, emotions, and
motivations in depth. By offering a balance between the consistency of structured interviews and
the adaptability of unstructured ones, semi-structured interviews serve as a valuable tool in
qualitative inquiry.
As the final phase of data collection in the present study, semi-structured interviews were
conducted with fifteen student teachers. Each participant responded to six guiding questions
designed to elicit reflections on their emotional experiences, personal anecdotes, suggestions, and
overall perspectives regarding their teaching internship. This method facilitated a deeper
understanding of the nuanced emotional dimensions associated with their practicum.
Data Collection Analysis
The data collection process was carried out through Google Forms, the submission of
visual narratives (memes) and semi-structured interviews. After completing the survey, the
Vol. 12/ Núm. 4 2025 pág. 46
memes and interview was conducted only with the participants who agreed to take part in the
study by signing the informed consent.
Ethical Considerations
This research followed ethical considerations to ensure the protection and respect of
participants. Before data collection, all participants were informed about the purpose of the
research, the voluntary nature of their participation, and their right to withdraw at any time without
negative consequences. Those who agreed to participate signed an informed consent form.
To ensure confidentiality and anonymity, pseudonyms were assigned to all participants
in the presentation of the results. These parameters were intended to keep the privacy of
participants and ensure that they could share their experiences openly.
DISCUSSION AND RESULTS
Quantitative data
To explore the emotional experiences of eighty-seven Ecuadorian pre-service English
teachers during their practicum, a survey was administered to students from the fifth to eighth
semester of a teacher training program. The questionnaire included Likert-scale items (1 = Totally
Agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally Disagree) to measure key emotional
aspects related to their emotional journey and teaching performance during this period stage. In
this section the results are presented in terms of percentage.
Table 1
Institutional preparation and support
Institutional preparation and support
Statement 1 2 3 4 5 Mean Std. Dev.
I felt sufficiently prepared for
my tasks in the pre-professional
internship.
17.24 35.63 37.93 8.04 1.15 20.00 16.37
The training I received prior to
the practicum provided me with
the necessary skills to handle
the challenges in the classroom.
27.58 42.53 17.24 12.64 0 19.998 16.02
I felt supported by my tutors
and supervisors during the
practicum stage.
42.53 39.08 11.49 6.90 0 20 19.47
I felt that the teaching staff of
the school valued my
contributions
34.48 48.28 11.49 2.30 3.45 20 20.43
memes and interview was conducted only with the participants who agreed to take part in the
study by signing the informed consent.
Ethical Considerations
This research followed ethical considerations to ensure the protection and respect of
participants. Before data collection, all participants were informed about the purpose of the
research, the voluntary nature of their participation, and their right to withdraw at any time without
negative consequences. Those who agreed to participate signed an informed consent form.
To ensure confidentiality and anonymity, pseudonyms were assigned to all participants
in the presentation of the results. These parameters were intended to keep the privacy of
participants and ensure that they could share their experiences openly.
DISCUSSION AND RESULTS
Quantitative data
To explore the emotional experiences of eighty-seven Ecuadorian pre-service English
teachers during their practicum, a survey was administered to students from the fifth to eighth
semester of a teacher training program. The questionnaire included Likert-scale items (1 = Totally
Agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally Disagree) to measure key emotional
aspects related to their emotional journey and teaching performance during this period stage. In
this section the results are presented in terms of percentage.
Table 1
Institutional preparation and support
Institutional preparation and support
Statement 1 2 3 4 5 Mean Std. Dev.
I felt sufficiently prepared for
my tasks in the pre-professional
internship.
17.24 35.63 37.93 8.04 1.15 20.00 16.37
The training I received prior to
the practicum provided me with
the necessary skills to handle
the challenges in the classroom.
27.58 42.53 17.24 12.64 0 19.998 16.02
I felt supported by my tutors
and supervisors during the
practicum stage.
42.53 39.08 11.49 6.90 0 20 19.47
I felt that the teaching staff of
the school valued my
contributions
34.48 48.28 11.49 2.30 3.45 20 20.43
Vol. 12/ Núm. 4 2025 pág. 47
I had access to resources that
helped me manage stress during
the practicum stage.
18.39 24.14 25.29 26.44 5.75 20.002 8.55
I received constructive
feedback that helped me
improve my teaching skills.
41.38 40.23 14.94 1.15 2.30 20 19.75
Note: 1 = Totally agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally disagree
As shown in the table, a total of 52.88% of participants agreed that they felt sufficiently
prepared for their tasks during the practicum. Although a considerable number remained neutral,
this suggests that most pre-service teachers began their practicum with a fair level of confidence
in their abilities. In terms of academic preparation, 70.11% agreed that the training they received
before the practicum provided them with the skills needed to manage classroom challenges. This
indicates that the university coursework was perceived as a valuable foundation for real teaching
contexts.
Furthermore, support from mentors and school supervisors was also rated positively. A
strong majority, 81.61 percent, felt supported by their tutors and supervisors, and 82.76% felt that
the school’s teaching staff valued their contributions. These findings emphasize the importance
of guidance and professional recognition in shaping a positive practicum experience. However,
perceptions regarding emotional support were more divided. Only 42.53% agreed that they had
access to resources that helped them manage stress during the practicum. This result highlights a
potential area for improvement in the support systems available to pre-service teachers. Regarding
feedback, 81.61% reported receiving constructive input that helped them improve their teaching
skills. This suggests that ongoing feedback was a significant component in their professional
development during the practicum.
I had access to resources that
helped me manage stress during
the practicum stage.
18.39 24.14 25.29 26.44 5.75 20.002 8.55
I received constructive
feedback that helped me
improve my teaching skills.
41.38 40.23 14.94 1.15 2.30 20 19.75
Note: 1 = Totally agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally disagree
As shown in the table, a total of 52.88% of participants agreed that they felt sufficiently
prepared for their tasks during the practicum. Although a considerable number remained neutral,
this suggests that most pre-service teachers began their practicum with a fair level of confidence
in their abilities. In terms of academic preparation, 70.11% agreed that the training they received
before the practicum provided them with the skills needed to manage classroom challenges. This
indicates that the university coursework was perceived as a valuable foundation for real teaching
contexts.
Furthermore, support from mentors and school supervisors was also rated positively. A
strong majority, 81.61 percent, felt supported by their tutors and supervisors, and 82.76% felt that
the school’s teaching staff valued their contributions. These findings emphasize the importance
of guidance and professional recognition in shaping a positive practicum experience. However,
perceptions regarding emotional support were more divided. Only 42.53% agreed that they had
access to resources that helped them manage stress during the practicum. This result highlights a
potential area for improvement in the support systems available to pre-service teachers. Regarding
feedback, 81.61% reported receiving constructive input that helped them improve their teaching
skills. This suggests that ongoing feedback was a significant component in their professional
development during the practicum.
Vol. 12/ Núm. 4 2025 pág. 48
Table 2
Emotional Management
Emotional Management
Statement 1 2 3 4 5 Mean Std. Dev.
I felt overwhelmed by the
responsibilities of teaching.
21.84 28.74 36.78 8.05 4.60 20.002 13.61
Dealing with the pressure of
teaching was more difficult than I
thought it would be.
29.89 44.83 16.09 6.89 2.30 20 17.43
I was able to manage my emotions
effectively throughout the
practicum stage.
26.44 40.22 22.99 9.20 1.15 20 15.26
There were times during the
practicum when I questioned my
career choice.
26.44 25.29 11.49 22.99 13.79 20 6.88
Note: 1 = Totally agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally disagree
The table shows that 50.58% of pre-service teachers agreed that they felt overwhelmed
by the responsibilities of teaching. Although a significant portion maintained a neutral position,
this result suggests that emotional overload was a common experience during the practicum.
Regarding the challenges of classroom pressure, 74.72% of participants agreed that dealing with
the demands of teaching was more difficult than they had anticipated. This reinforces the notion
that the practicum often presents realities that exceed initial expectations and preparation. Despite
these difficulties, 66.66% of respondents stated that they were able to manage their emotions
effectively throughout the practicum period. While a portion of participants reported otherwise,
the majority felt capable of exercising emotional self-regulation during this formative stage.
One of the more concerning findings was that 51.73% of pre-service teachers admitted
there were moments during the practicum when they questioned their career choice. Although
this does not necessarily indicate long-term doubt, it highlights the intensity of the emotional
challenges faced by pre-service teachers during this stage of their professional development.
Table 2
Emotional Management
Emotional Management
Statement 1 2 3 4 5 Mean Std. Dev.
I felt overwhelmed by the
responsibilities of teaching.
21.84 28.74 36.78 8.05 4.60 20.002 13.61
Dealing with the pressure of
teaching was more difficult than I
thought it would be.
29.89 44.83 16.09 6.89 2.30 20 17.43
I was able to manage my emotions
effectively throughout the
practicum stage.
26.44 40.22 22.99 9.20 1.15 20 15.26
There were times during the
practicum when I questioned my
career choice.
26.44 25.29 11.49 22.99 13.79 20 6.88
Note: 1 = Totally agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally disagree
The table shows that 50.58% of pre-service teachers agreed that they felt overwhelmed
by the responsibilities of teaching. Although a significant portion maintained a neutral position,
this result suggests that emotional overload was a common experience during the practicum.
Regarding the challenges of classroom pressure, 74.72% of participants agreed that dealing with
the demands of teaching was more difficult than they had anticipated. This reinforces the notion
that the practicum often presents realities that exceed initial expectations and preparation. Despite
these difficulties, 66.66% of respondents stated that they were able to manage their emotions
effectively throughout the practicum period. While a portion of participants reported otherwise,
the majority felt capable of exercising emotional self-regulation during this formative stage.
One of the more concerning findings was that 51.73% of pre-service teachers admitted
there were moments during the practicum when they questioned their career choice. Although
this does not necessarily indicate long-term doubt, it highlights the intensity of the emotional
challenges faced by pre-service teachers during this stage of their professional development.
Vol. 12/ Núm. 4 2025 pág. 49
Table 3
Positive experience and professional growth
Positive experience and professional growth
Statement 1 2 3 4 5 Mean Std.
Dev.
I often felt joy and enthusiasm while
teaching English to my students.
35.63 43.68 17.24 3.45 0 20 19.28
I feel that I have grown
professionally as a result of my
internship experience.
41.38 49.43 9.20 0 0 20.002 23.66
The pre-professional practicum
experience strengthened my desire to
be a teacher.
29.89 32.18 21.84 11.49 4.60 20 11.82
I felt a sense of accomplishment at
the end of the pre-professional
practicum.
56.32 34.48 9.20 0 0 20 24.73
My experience during the pre-
professional practicum has made me
more confident in my abilities to
manage the classroom effectively.
39.08 42.53 16.09 2.30 0 20 20.00
Note: 1 = Totally agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally disagree
As it is shown previously, a large majority of participants, 79.31%, agreed that they
frequently felt joy and enthusiasm while teaching English to their students. This represents the
positive emotional engagement that many experienced during classroom interactions. When
asked whether they felt they had grown professionally as a result of their practicum, 90.81% of
participants responded affirmatively. This strong agreement demonstrates that the practicum
served as an opportunity for development, reinforcing the value of experiential learning in teacher
training.
Additionally, 62.07% agreed that the experience strengthened their desire to become a
teacher. Although a smaller proportion expressed uncertainty or disagreement, the overall
response suggests that the practicum reaffirmed vocational interest for most participants. A strong
sense of accomplishment was also reported, with 90.80% indicating that they felt a sense of
achievement at the end of the practicum period. This points to the importance of personal
validation and goal fulfillment in shaping a positive perception of the experience.
Table 3
Positive experience and professional growth
Positive experience and professional growth
Statement 1 2 3 4 5 Mean Std.
Dev.
I often felt joy and enthusiasm while
teaching English to my students.
35.63 43.68 17.24 3.45 0 20 19.28
I feel that I have grown
professionally as a result of my
internship experience.
41.38 49.43 9.20 0 0 20.002 23.66
The pre-professional practicum
experience strengthened my desire to
be a teacher.
29.89 32.18 21.84 11.49 4.60 20 11.82
I felt a sense of accomplishment at
the end of the pre-professional
practicum.
56.32 34.48 9.20 0 0 20 24.73
My experience during the pre-
professional practicum has made me
more confident in my abilities to
manage the classroom effectively.
39.08 42.53 16.09 2.30 0 20 20.00
Note: 1 = Totally agree, 2 = Agree, 3 = Neutral, 4 = Disagree, 5 = Totally disagree
As it is shown previously, a large majority of participants, 79.31%, agreed that they
frequently felt joy and enthusiasm while teaching English to their students. This represents the
positive emotional engagement that many experienced during classroom interactions. When
asked whether they felt they had grown professionally as a result of their practicum, 90.81% of
participants responded affirmatively. This strong agreement demonstrates that the practicum
served as an opportunity for development, reinforcing the value of experiential learning in teacher
training.
Additionally, 62.07% agreed that the experience strengthened their desire to become a
teacher. Although a smaller proportion expressed uncertainty or disagreement, the overall
response suggests that the practicum reaffirmed vocational interest for most participants. A strong
sense of accomplishment was also reported, with 90.80% indicating that they felt a sense of
achievement at the end of the practicum period. This points to the importance of personal
validation and goal fulfillment in shaping a positive perception of the experience.
Vol. 12/ Núm. 4 2025 pág. 50
Moreover, 81.61% agreed that the practicum helped them feel more confident in their
ability to manage a classroom effectively. This increased sense of competence emphasizes the
practicum’s role in building essential teaching skills and classroom preparation.
Qualitative Data
Aligned with the objectives of this study, the qualitative approach provided valuable
insights into how future educators experience their practicum. The following section presents an
image illustrating the most common emotions reported by participants during the interviews.
Figure 1
Participant’s emotions mentioned in the interview
As part of the qualitative approach, semi-structured interviews were conducted with
fifteen pre-service English teachers to explore in depth the emotions experienced during their
practicum stage. After transcription and content analysis, a variety of recurrent emotions were
identified, confirming the practicum as an emotionally intense and formative period, as proposed
by Yuan and Lee (2016).
The most dominant emotional responses were anxiety, nervousness, stress, frustration,
and happiness. These emotions discover the duality of emotional experience in teaching practice.
While unpleasant emotions were mainly triggered by the pressure of classroom responsibilities
and fear of making mistakes, pleasant emotions arose from successful teaching moments and
meaningful interactions with students. This finding confirms what Barcelos (2015) says; she
explains that emotions not only influence teaching effectiveness but also shape the construction
of professional identity. Satisfaction and fear were also frequently reported. Satisfaction typically
emerged when participants perceived progress in their professional development, while fear
appeared from the pressure of leading classes without feeling fully prepared. These emotional
fluctuations reflect what Golombek and Dorian (2014) describe as key moments in shaping
teacher identity, where confronting and managing emotions play a crucial role. Emotions such as
insecurity, motivation, exhaustion, anger, or uncertainty were also identified, and their intensity
Moreover, 81.61% agreed that the practicum helped them feel more confident in their
ability to manage a classroom effectively. This increased sense of competence emphasizes the
practicum’s role in building essential teaching skills and classroom preparation.
Qualitative Data
Aligned with the objectives of this study, the qualitative approach provided valuable
insights into how future educators experience their practicum. The following section presents an
image illustrating the most common emotions reported by participants during the interviews.
Figure 1
Participant’s emotions mentioned in the interview
As part of the qualitative approach, semi-structured interviews were conducted with
fifteen pre-service English teachers to explore in depth the emotions experienced during their
practicum stage. After transcription and content analysis, a variety of recurrent emotions were
identified, confirming the practicum as an emotionally intense and formative period, as proposed
by Yuan and Lee (2016).
The most dominant emotional responses were anxiety, nervousness, stress, frustration,
and happiness. These emotions discover the duality of emotional experience in teaching practice.
While unpleasant emotions were mainly triggered by the pressure of classroom responsibilities
and fear of making mistakes, pleasant emotions arose from successful teaching moments and
meaningful interactions with students. This finding confirms what Barcelos (2015) says; she
explains that emotions not only influence teaching effectiveness but also shape the construction
of professional identity. Satisfaction and fear were also frequently reported. Satisfaction typically
emerged when participants perceived progress in their professional development, while fear
appeared from the pressure of leading classes without feeling fully prepared. These emotional
fluctuations reflect what Golombek and Dorian (2014) describe as key moments in shaping
teacher identity, where confronting and managing emotions play a crucial role. Emotions such as
insecurity, motivation, exhaustion, anger, or uncertainty were also identified, and their intensity
Vol. 12/ Núm. 4 2025 pág. 51
varied depending on the context, reinforcing the idea of practicum as a dynamic, emotionally
charged experience, as noted by Orlova and Kamenická (2024).
In the next part we will present the visual narratives in the form of memes, accompanied
by the interview responses of three participants. The memes reflect the emotions and situations
they encountered during the practicum, while the excerpts provide personal points of view of their
experiences. These examples have the purpose of giving a closer perspective at how individual
participants expressed their challenges and feelings within the broader study.
Julia
In the interview, Julia expressed that their initial feelings were fear and stress, mainly due
to the behavior of her students, who were perceived as disruptive. “At first, I was very afraid that
just because I was an intern, they (students) would disrespect me (Interview).” This made her feel
vulnerable and lacking authority, especially as a trainee. These initial reactions are consistent with
what Murray-Harvey (2010) describes as the mismatch between expectations and real classroom
conditions, which can cause emotional instability if not properly supported. Fortunately, Julia
received support from her institutional mentor, whose presence and guidance helped her somehow
to gain confidence and regulate her emotional responses gradually.
Her experience reflects the importance of emotional intelligence (EI) in pre-service
teacher development. According to Rastegar and Memarpour (2009), teachers with high EI can
better regulate their emotions, which enhances their performance and relationships in the
classroom. Julia acknowledged that her emotions significantly influenced her interactions with
students. When she felt frustrated or overwhelmed, her tone and behavior changed, which often
led to undesired reactions from students. This supports Salovey and Mayer's (1990) concept of EI
as the ability to monitor and regulate one's own and others’ emotions to guide actions effectively.
Julia's journey illustrates how pedagogical mentoring combined with emotional support
contributes to teacher resilience and efficacy. As Derakhshan et al. (2019) emphasize,
understanding and managing emotions in roles such as teacher or student is essential, particularly
in challenging educational contexts like the practicum.
varied depending on the context, reinforcing the idea of practicum as a dynamic, emotionally
charged experience, as noted by Orlova and Kamenická (2024).
In the next part we will present the visual narratives in the form of memes, accompanied
by the interview responses of three participants. The memes reflect the emotions and situations
they encountered during the practicum, while the excerpts provide personal points of view of their
experiences. These examples have the purpose of giving a closer perspective at how individual
participants expressed their challenges and feelings within the broader study.
Julia
In the interview, Julia expressed that their initial feelings were fear and stress, mainly due
to the behavior of her students, who were perceived as disruptive. “At first, I was very afraid that
just because I was an intern, they (students) would disrespect me (Interview).” This made her feel
vulnerable and lacking authority, especially as a trainee. These initial reactions are consistent with
what Murray-Harvey (2010) describes as the mismatch between expectations and real classroom
conditions, which can cause emotional instability if not properly supported. Fortunately, Julia
received support from her institutional mentor, whose presence and guidance helped her somehow
to gain confidence and regulate her emotional responses gradually.
Her experience reflects the importance of emotional intelligence (EI) in pre-service
teacher development. According to Rastegar and Memarpour (2009), teachers with high EI can
better regulate their emotions, which enhances their performance and relationships in the
classroom. Julia acknowledged that her emotions significantly influenced her interactions with
students. When she felt frustrated or overwhelmed, her tone and behavior changed, which often
led to undesired reactions from students. This supports Salovey and Mayer's (1990) concept of EI
as the ability to monitor and regulate one's own and others’ emotions to guide actions effectively.
Julia's journey illustrates how pedagogical mentoring combined with emotional support
contributes to teacher resilience and efficacy. As Derakhshan et al. (2019) emphasize,
understanding and managing emotions in roles such as teacher or student is essential, particularly
in challenging educational contexts like the practicum.
Vol. 12/ Núm. 4 2025 pág. 52
Figure 2
Julia’s meme
In her meme, Julia represents the emotional trajectory of the practicum in three distinct
phases. The first phase, symbolized by the crying cat, reflects her initial feelings of uncertainty,
nervousness, and self-doubt. During the interview, Julia explained that she often questioned her
ability to manage the classroom and felt overwhelmed by the responsibility of working with real
students. That is why she said: “Training in emotional management would be very important
because facing the reality of education is very different from what we imitate or assume
(Interview)”. This resonates with Golombek and Dorian’s (2014) assertion that understanding and
managing emotions is essential for pre-service teachers’ professional development.
The second phase, illustrated by the disheveled bird, shows the process of adaptation.
Julia shared that although she continued to feel anxious, she gradually began to gain confidence
as she tested classroom strategies, received support from her tutor, and learned to cope with
unexpected challenges. This stage reflects how pre-service teachers navigate the transition from
theory to practice, slowly adjusting their skills to real contexts.
Finally, the third phase, represented by the joyful embrace, conveys Julia’s sense of pride
and accomplishment at the end of the practicum. She mentioned that overcoming her initial fears
allowed her to recognize her progress and feel personally and professionally fulfilled. This
sequence aligns with Yuan and Lee (2016), who argue that the practicum allows pre-service
teachers to test and adapt their pedagogical knowledge while processing the emotional challenges
they face. Julia’s visual narrative demonstrates that the practicum is not only a space to apply
knowledge but also a critical period for emotional growth and the consolidation of professional
identity.
Carolina
Carolina mentioned that for her, it was important to have a positive attitude when entering
the classroom. She noticed that her emotional disposition had a direct effect on student
Figure 2
Julia’s meme
In her meme, Julia represents the emotional trajectory of the practicum in three distinct
phases. The first phase, symbolized by the crying cat, reflects her initial feelings of uncertainty,
nervousness, and self-doubt. During the interview, Julia explained that she often questioned her
ability to manage the classroom and felt overwhelmed by the responsibility of working with real
students. That is why she said: “Training in emotional management would be very important
because facing the reality of education is very different from what we imitate or assume
(Interview)”. This resonates with Golombek and Dorian’s (2014) assertion that understanding and
managing emotions is essential for pre-service teachers’ professional development.
The second phase, illustrated by the disheveled bird, shows the process of adaptation.
Julia shared that although she continued to feel anxious, she gradually began to gain confidence
as she tested classroom strategies, received support from her tutor, and learned to cope with
unexpected challenges. This stage reflects how pre-service teachers navigate the transition from
theory to practice, slowly adjusting their skills to real contexts.
Finally, the third phase, represented by the joyful embrace, conveys Julia’s sense of pride
and accomplishment at the end of the practicum. She mentioned that overcoming her initial fears
allowed her to recognize her progress and feel personally and professionally fulfilled. This
sequence aligns with Yuan and Lee (2016), who argue that the practicum allows pre-service
teachers to test and adapt their pedagogical knowledge while processing the emotional challenges
they face. Julia’s visual narrative demonstrates that the practicum is not only a space to apply
knowledge but also a critical period for emotional growth and the consolidation of professional
identity.
Carolina
Carolina mentioned that for her, it was important to have a positive attitude when entering
the classroom. She noticed that her emotional disposition had a direct effect on student
Vol. 12/ Núm. 4 2025 pág. 53
engagement and classroom environment. As she said “I feel that the way you present yourself in
front of the students is very imitable. So, teacher has to get there firm, smiling, and let them know
“today we are going to learn” (Interview).” This reinforces the view of Soanes and Sungoh (2019),
who argue that emotionally aware teachers foster better student behavior and higher job
satisfaction. Carolina also emphasized the importance of creativity, particularly in repetitive
situations, using innovative strategies to keep students motivated and engaged.
Her ability to regulate emotions and use creativity to manage challenges corresponds with
MacCann et al. (2020), who state that individuals with high EI can regulate their cognitive and
behavioral responses effectively, even under pressure. However, despite her efforts, Carolina felt
that the emotional support she received from peers and mentors was limited. She described it as
superficial and not sustained throughout the practicum, showing a gap in emotional guidance
during teacher training. This lack of deeper support reflects the need for stronger mentoring
systems, as noted by Orland-Barak and Wang (2021), who argue that mentor guidance shapes not
only teaching skills but also emotional adaptation. Moreover, the absence of emotional
communication among peers supports Solomon’s (2004) perspective, which emphasizes the
importance of peer-based emotional resilience through mutual respect and shared experience.
Figure 3
Carolina’s meme
Carolina’s visual narrative depicts her teaching experience as repetitive and emotionally
monotonous, leading to boredom and a lack of fulfillment. In her meme, she represented herself
with a “thinking face,” reflecting her internal questioning and desire to find more meaningful
ways to contribute to their students. This reflects what Pan et al. (2024) discuss regarding how
the emotional climate of the school context and unexpected classroom events can deeply affect
pre-service teachers’ well-being and self-efficacy.
engagement and classroom environment. As she said “I feel that the way you present yourself in
front of the students is very imitable. So, teacher has to get there firm, smiling, and let them know
“today we are going to learn” (Interview).” This reinforces the view of Soanes and Sungoh (2019),
who argue that emotionally aware teachers foster better student behavior and higher job
satisfaction. Carolina also emphasized the importance of creativity, particularly in repetitive
situations, using innovative strategies to keep students motivated and engaged.
Her ability to regulate emotions and use creativity to manage challenges corresponds with
MacCann et al. (2020), who state that individuals with high EI can regulate their cognitive and
behavioral responses effectively, even under pressure. However, despite her efforts, Carolina felt
that the emotional support she received from peers and mentors was limited. She described it as
superficial and not sustained throughout the practicum, showing a gap in emotional guidance
during teacher training. This lack of deeper support reflects the need for stronger mentoring
systems, as noted by Orland-Barak and Wang (2021), who argue that mentor guidance shapes not
only teaching skills but also emotional adaptation. Moreover, the absence of emotional
communication among peers supports Solomon’s (2004) perspective, which emphasizes the
importance of peer-based emotional resilience through mutual respect and shared experience.
Figure 3
Carolina’s meme
Carolina’s visual narrative depicts her teaching experience as repetitive and emotionally
monotonous, leading to boredom and a lack of fulfillment. In her meme, she represented herself
with a “thinking face,” reflecting her internal questioning and desire to find more meaningful
ways to contribute to their students. This reflects what Pan et al. (2024) discuss regarding how
the emotional climate of the school context and unexpected classroom events can deeply affect
pre-service teachers’ well-being and self-efficacy.
Vol. 12/ Núm. 4 2025 pág. 54
Jane
Jane said she experienced both satisfaction and frustration throughout her practicum.
While she felt motivated when her classes were successful, she also faced high levels of
exhaustion, especially when her role was underestimated by permanent teachers, who often
assigned her other activities not related to education or what had expected her to do. This
mismatch between her expectations and reality mirrors what Zembylas (2003) describes as
emotional tension caused by institutional structures that limit authentic teaching experiences. Her
major emotions were fatigue, stress, and moments of anger, especially in response to the lack of
recognition and the feeling of being undervalued. Nevertheless, she made conscious efforts to
maintain a positive classroom attitude, relying on emotional self-regulation strategies she had
developed intuitively. As she shared: “I arrived at school with the best attitude and the most
enthusiasm I could muster so that they (students) could learn and understand the lessons in English
(Interview).” This awareness of emotional impact is aligned with the findings of Chen et al.
(2024), who point out that EI and self-efficacy are crucial for teachers to handle demanding
environments without compromising their performance. Jane’s case also confirms the importance
of fostering resilience in teacher training, as suggested by Borg (2006), who emphasizes the role
of emotions in creating empathetic and effective educational environments.
Despite her strategies, Jane received minimal emotional support and avoided discussing
her struggles with peers, knowing they were experiencing similar situations. This reflects a lack
of collaborative emotional spaces in her training environment. Harrison et al. (2023) stress the
importance of peer connection to promote well-being, and Kontak et al. (2022) add that sharing
fears, achievements, and concerns contributes to building a sense of community, which was
noticeably absent in her experience. That is the reason why Golombek and Johnson (2004)
propose that narrative spaces are essential to process emotional and cognitive dissonance during
teacher formation.
Jane
Jane said she experienced both satisfaction and frustration throughout her practicum.
While she felt motivated when her classes were successful, she also faced high levels of
exhaustion, especially when her role was underestimated by permanent teachers, who often
assigned her other activities not related to education or what had expected her to do. This
mismatch between her expectations and reality mirrors what Zembylas (2003) describes as
emotional tension caused by institutional structures that limit authentic teaching experiences. Her
major emotions were fatigue, stress, and moments of anger, especially in response to the lack of
recognition and the feeling of being undervalued. Nevertheless, she made conscious efforts to
maintain a positive classroom attitude, relying on emotional self-regulation strategies she had
developed intuitively. As she shared: “I arrived at school with the best attitude and the most
enthusiasm I could muster so that they (students) could learn and understand the lessons in English
(Interview).” This awareness of emotional impact is aligned with the findings of Chen et al.
(2024), who point out that EI and self-efficacy are crucial for teachers to handle demanding
environments without compromising their performance. Jane’s case also confirms the importance
of fostering resilience in teacher training, as suggested by Borg (2006), who emphasizes the role
of emotions in creating empathetic and effective educational environments.
Despite her strategies, Jane received minimal emotional support and avoided discussing
her struggles with peers, knowing they were experiencing similar situations. This reflects a lack
of collaborative emotional spaces in her training environment. Harrison et al. (2023) stress the
importance of peer connection to promote well-being, and Kontak et al. (2022) add that sharing
fears, achievements, and concerns contributes to building a sense of community, which was
noticeably absent in her experience. That is the reason why Golombek and Johnson (2004)
propose that narrative spaces are essential to process emotional and cognitive dissonance during
teacher formation.
Vol. 12/ Núm. 4 2025 pág. 55
Figure 4
Julia’s meme
From her visual representation, we can notice she looks happy and motivated when the
classes flow well, and her students reflect those emotions. While in the second part, she represents
her tiredness and frustration when the classes are not going as she expected, and when the students
exhibit disruptive behavior. This was also mentioned in the interview statements, where she
describes feeling happy and motivated during calmer moments, but also experiencing exhaustion
and stress during chaotic situations in the classroom.
CONCLUSIONS
This study explored the emotions experienced by fifteen EFL pre-service teachers in
Ecuador during their professional practice, identifying the key emotional factors they experienced
and analyzing the strategies they used to manage the challenges these emotions generated. Based
on the findings, several relevant conclusions were drawn at both the theoretical and practical
levels.
First, it was evident that emotional experiences in teaching practice are intense, dynamic,
and diverse. Teachers in training move from feelings of satisfaction and progress to emotions
such as fear, frustration, insecurity, and stress. These emotions are closely linked to the process
of building professional identity, directly influencing self-confidence, motivation, and
responsiveness to classroom challenges.
Secondly, unpleasant emotions tend to emerge when EFL pre-service teachers do not feel
sufficiently prepared, especially when faced with disruptive behavior or unexpected situations.
However, emotional support from mentors and colleagues is essential to mitigate anxiety and
promote the development of resilience. Furthermore, the research shows how fundamental the
role of emotional intelligence (EI) is in teacher training. Preservice teachers with a greater ability
to identify, understand, and regulate their emotions and those of their students are more effective
Figure 4
Julia’s meme
From her visual representation, we can notice she looks happy and motivated when the
classes flow well, and her students reflect those emotions. While in the second part, she represents
her tiredness and frustration when the classes are not going as she expected, and when the students
exhibit disruptive behavior. This was also mentioned in the interview statements, where she
describes feeling happy and motivated during calmer moments, but also experiencing exhaustion
and stress during chaotic situations in the classroom.
CONCLUSIONS
This study explored the emotions experienced by fifteen EFL pre-service teachers in
Ecuador during their professional practice, identifying the key emotional factors they experienced
and analyzing the strategies they used to manage the challenges these emotions generated. Based
on the findings, several relevant conclusions were drawn at both the theoretical and practical
levels.
First, it was evident that emotional experiences in teaching practice are intense, dynamic,
and diverse. Teachers in training move from feelings of satisfaction and progress to emotions
such as fear, frustration, insecurity, and stress. These emotions are closely linked to the process
of building professional identity, directly influencing self-confidence, motivation, and
responsiveness to classroom challenges.
Secondly, unpleasant emotions tend to emerge when EFL pre-service teachers do not feel
sufficiently prepared, especially when faced with disruptive behavior or unexpected situations.
However, emotional support from mentors and colleagues is essential to mitigate anxiety and
promote the development of resilience. Furthermore, the research shows how fundamental the
role of emotional intelligence (EI) is in teacher training. Preservice teachers with a greater ability
to identify, understand, and regulate their emotions and those of their students are more effective
Vol. 12/ Núm. 4 2025 pág. 56
in classroom management, prevent emotional exhaustion, and promote a positive educational
environment. The conscious use of emotional self-regulation strategies and the strengthening of
interpersonal bonds contribute to increasing these levels of EI.
Based on these findings, it is considered crucial that teacher training programs explicitly
include the emotional aspect in their curriculum. This can be achieved by adding training modules
on emotional intelligence and creating mentoring spaces with psychological guidance. It is also
recommended to foster peer learning communities that promote trust, empathy, and shared
resilience. Additionally, training tutors and teacher trainers in emotional support skills is
important. Likewise, educational institutions should formally acknowledge the significance of
this dimension in teaching by establishing support policies that provide specific resources and
spaces for emotional reflection within pedagogical practices.
Finally, it is proposed to encourage ongoing research that evaluates the impact of these
interventions on teacher training, to adapt strategies based on the evidence obtained. In this way,
it will be possible to continue strengthening the professional development of future teachers,
ensuring not only their psychological well-being, but also the quality of the teaching they will
offer in diverse and demanding educational contexts.
in classroom management, prevent emotional exhaustion, and promote a positive educational
environment. The conscious use of emotional self-regulation strategies and the strengthening of
interpersonal bonds contribute to increasing these levels of EI.
Based on these findings, it is considered crucial that teacher training programs explicitly
include the emotional aspect in their curriculum. This can be achieved by adding training modules
on emotional intelligence and creating mentoring spaces with psychological guidance. It is also
recommended to foster peer learning communities that promote trust, empathy, and shared
resilience. Additionally, training tutors and teacher trainers in emotional support skills is
important. Likewise, educational institutions should formally acknowledge the significance of
this dimension in teaching by establishing support policies that provide specific resources and
spaces for emotional reflection within pedagogical practices.
Finally, it is proposed to encourage ongoing research that evaluates the impact of these
interventions on teacher training, to adapt strategies based on the evidence obtained. In this way,
it will be possible to continue strengthening the professional development of future teachers,
ensuring not only their psychological well-being, but also the quality of the teaching they will
offer in diverse and demanding educational contexts.
Vol. 12/ Núm. 4 2025 pág. 57
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Golombek, P. R., & Doran, M. (2014). Unifying emotion, cognition, and activity in language
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emotional and cognitive dissonance in second-language teachers’ development.
REFERENCES
Barcelos, A. M. F. (2015). Crenças e emoções de professores de inglês em serviço. Revista
Contexturas, 24, 6–19.
Barrett, L. F. (2006). Are emotions natural kinds? Perspectives on Psychological Science, 1(1),
28–58. https://doi.org/10.1111/j.1745-6916.2006.00003.x
Borg, S. (2006). Teacher cognition and language education. Language Teaching Research, 10(3),
315–336.
Chen, J., Lin, C., & Lin, F. (2024). The interplay among EFL teachers’ emotional intelligence
and self-efficacy and burnout. Acta Psychologica, 248, 104364.
https://doi.org/10.1016/j.actpsy.2024.104364
Cole, P. M., & Hollenstein, T. (Eds.). (2018). Emotion regulation: A matter of time. Routledge.
Cole, P. M., & Ram, N. (2011). The development of emotion regulation: A dynamic systems
perspective. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 157–188). Guilford
Press.
De Laurentiis Brandão, A. C. (2017b). Visualizing EFL teacher identity (re)construction in
materials design and implementation. Applied Linguistics Review, 9(2-3), 249-271.
https://doi.org/10.1515/applirev-2016-1060
De Laurentiis Brandão, A. C. (2019). Imagining second language teaching in Brazil: What stories
do student teachers draw? En P. Kalaja & S. Melo-Pfeifer (Eds.), Visualising
Multilingual Lives: More Than Words (pp. 197-213). Blue Ridge Summit, PA:
Multilingual Matters. https://doi.org/10.21832/9781788922616-015
Derakhshan, A., Saeidi, M., & Beheshti, F. (2019). The interplay between Iranian EFL teachers’
conceptions of intelligence, care, feedback, and students’ stroke. IUP Journal of English
Studies, 14(3), 81-98.
Frijda, N. H., Manstead, A. S. R., & Bem, S. (2000). Emotions and beliefs: How feelings influence
thoughts. Cambridge University Press. https://doi.org/10.1017/CBO9780511659904
Gill, P., Stewart, K. F., Treasure, E., & Chadwick, B. (2008). Methods of data collection in
qualitative research: Interviews and focus groups. British Dental Journal, 204(6), 291-
295. https://doi.org/10.1038/bdj.2008.192
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Golombek, P. R., & Doran, M. (2014). Unifying emotion, cognition, and activity in language
teacher professional development. Teaching and Teacher Education, 39, 102-111.
https://doi.org/10.1016/j.tate.2014.01.002
Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining
emotional and cognitive dissonance in second-language teachers’ development.
Vol. 12/ Núm. 4 2025 pág. 58
Teachers and Teaching: Theory and Practice, 10(3), 307-327.
https://doi.org/10.1080/1354060042000204388
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: An important
yet under-researched field. Oxford Review of Education, 40(3), 370-388.
https://doi.org/10.1080/03054985.2014.921613
Harrison, D., Rowland, S., Wood, G., Bakewell, L., Petridis, I., Long, K., Vasileiou, K., Barnett,
J., Barreto, M., Wilson, M., Lawson, S., & Vines, J. (2023). Designing technology-
mediated peer support for postgraduate research students at risk of loneliness and
isolation. ACM Transactions on Computer-Human Interaction, 30(1), Article 10, 1-40.
https://doi.org/10.1145/3534961
Ibrahim, N. C. (2022b). Visual and Artefactual Approaches in Engaging Teachers with
Multilingualism: Creating DLCs in Pre-Service Teacher Education. Languages, 7(2),
152. https://doi.org/10.3390/languages7020152
Kelly, L. B. (2017b). Preservice Teachers’ Developing Conceptions of Teaching English
Learners. TESOL Quarterly, 52(1), 110-136. https://doi.org/10.1002/tesq.375
Kontak, J. C., Caldwell, H. A. T., Kay-Arora, M., Friesen, C. L. H., & Kirk, S. F. L. (2022).
Peering in: Youth perspectives on Health Promoting Schools and youth engagement in
Nova Scotia, Canada. Health Promotion International, 37(3), daac081.
https://doi.org/10.1093/heapro/daac081
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020).
Emotional intelligence predicts academic performance: A meta-analysis. Psychological
Bulletin, 146(2), 150–186. https://doi.org/10.1037/bul0000219
Melo-Pfeifer, S., Brinkmann, L. M., & Gerwers, F. (2024). The materiality of Fachkultur. Pre-
service language teacher beliefs about their classrooms and professional selves as
represented in self-portraits. En D. Gabryś-Barker & E. Vetter (Eds.), Modern
Approaches to Researching Multilingualism (pp. 415–432). Cham, Switzerland: Springer
Nature Switzerland AG. https://doi.org/10.1007/978-3-031-52371-7_21
Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O’Connor, K., & Cole, A.
(2010). Things fall apart and come together: Using the visual for reflection in alternative
teacher education programmes. Changing English, 17(1), 45-55.
https://doi.org/10.1080/13586840903557068
Murray-Harvey, R. (2010). The emotional rollercoaster of teacher education: A study of pre-
service teachers’ emotional experiences. Asia-Pacific Journal of Teacher Education,
38(1), 1-15.
Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’
learning to teach: Conceptual bases, characteristics, and challenges for teacher
Teachers and Teaching: Theory and Practice, 10(3), 307-327.
https://doi.org/10.1080/1354060042000204388
Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: An important
yet under-researched field. Oxford Review of Education, 40(3), 370-388.
https://doi.org/10.1080/03054985.2014.921613
Harrison, D., Rowland, S., Wood, G., Bakewell, L., Petridis, I., Long, K., Vasileiou, K., Barnett,
J., Barreto, M., Wilson, M., Lawson, S., & Vines, J. (2023). Designing technology-
mediated peer support for postgraduate research students at risk of loneliness and
isolation. ACM Transactions on Computer-Human Interaction, 30(1), Article 10, 1-40.
https://doi.org/10.1145/3534961
Ibrahim, N. C. (2022b). Visual and Artefactual Approaches in Engaging Teachers with
Multilingualism: Creating DLCs in Pre-Service Teacher Education. Languages, 7(2),
152. https://doi.org/10.3390/languages7020152
Kelly, L. B. (2017b). Preservice Teachers’ Developing Conceptions of Teaching English
Learners. TESOL Quarterly, 52(1), 110-136. https://doi.org/10.1002/tesq.375
Kontak, J. C., Caldwell, H. A. T., Kay-Arora, M., Friesen, C. L. H., & Kirk, S. F. L. (2022).
Peering in: Youth perspectives on Health Promoting Schools and youth engagement in
Nova Scotia, Canada. Health Promotion International, 37(3), daac081.
https://doi.org/10.1093/heapro/daac081
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020).
Emotional intelligence predicts academic performance: A meta-analysis. Psychological
Bulletin, 146(2), 150–186. https://doi.org/10.1037/bul0000219
Melo-Pfeifer, S., Brinkmann, L. M., & Gerwers, F. (2024). The materiality of Fachkultur. Pre-
service language teacher beliefs about their classrooms and professional selves as
represented in self-portraits. En D. Gabryś-Barker & E. Vetter (Eds.), Modern
Approaches to Researching Multilingualism (pp. 415–432). Cham, Switzerland: Springer
Nature Switzerland AG. https://doi.org/10.1007/978-3-031-52371-7_21
Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O’Connor, K., & Cole, A.
(2010). Things fall apart and come together: Using the visual for reflection in alternative
teacher education programmes. Changing English, 17(1), 45-55.
https://doi.org/10.1080/13586840903557068
Murray-Harvey, R. (2010). The emotional rollercoaster of teacher education: A study of pre-
service teachers’ emotional experiences. Asia-Pacific Journal of Teacher Education,
38(1), 1-15.
Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’
learning to teach: Conceptual bases, characteristics, and challenges for teacher
Vol. 12/ Núm. 4 2025 pág. 59
education reform. Journal of Teacher Education, 72(1), 86-99.
https://doi.org/10.1177/0022487119894230
Orlova, N., & Kamenická, J. (2024). Emotional odyssey: A journey through EFL pre-service
teachers’ practicum experiences. Journal of Education, Culture & Society, 15(2), 301-
321. https://doi.org/10.15503/jecs2024.2.301.321
Pan, H.-L. W., Hung, J.-H., & Truong, T. M. T. (2024). Teacher clusters of emotions and self-
efficacy in curriculum reform: Effects on collaboration and learner-centered teaching.
Teaching and Teacher Education, 144, 104604.
https://doi.org/10.1016/j.tate.2024.104604
Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-
efficacy among Iranian EFL teachers. System, 37(4), 700-707.
https://doi.org/10.1016/j.system.2009.09.013
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and
Personality, 9(2), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015b). The relation between
emotional intelligence and subjective well-being: A meta-analytic investigation. The
Journal Of Positive Psychology, 11(3), 276-285.
https://doi.org/10.1080/17439760.2015.1058968
Santos, J. C., dos Santos, M. J., & de Souza, V. V. (2022). Traçando o perfil da linguística
aplicada no Equador: Mapeamento dos últimos 10 anos de produção científica. Revista
de Letras, 24(45). https://doi.org/10.3895/rl.v24n45.13531
Soanes, D. G., & Sungoh, S. M. (2019). Influence of emotional intelligence on teacher
effectiveness of science teachers. Psychology, 10(13), 1819-1831.
https://doi.org/10.4236/psych.2019.1013118
Solomon, P. (2004). Peer support/peer provided services: Underlying processes, benefits, and
critical ingredients. Psychiatric Rehabilitation Journal, 27(4), 392-401.
https://doi.org/10.2975/27.2004.392.401
Swierzbin, B., & Reimer, J. (2019). The effects of a functional linguistics-based course on
teachers’ beliefs about grammar. Language Awareness, 28(1), 31-48.
https://doi.org/10.1080/09658416.2019.1598423
Thompson, R. A. (2011). Emotion and emotion regulation: Two sides of the developing coin.
Emotion Review, 3(1), 53–61. https://doi.org/10.1177/1754073910380969
Vázquez-Calvo, B., Paz-López, A., & Rey-Godoy, S. (2025). Memes and identity in language
teacher education. Language Learning & Technology, 29(1), 1–27.
https://doi.org/10.64152/10125/73620
education reform. Journal of Teacher Education, 72(1), 86-99.
https://doi.org/10.1177/0022487119894230
Orlova, N., & Kamenická, J. (2024). Emotional odyssey: A journey through EFL pre-service
teachers’ practicum experiences. Journal of Education, Culture & Society, 15(2), 301-
321. https://doi.org/10.15503/jecs2024.2.301.321
Pan, H.-L. W., Hung, J.-H., & Truong, T. M. T. (2024). Teacher clusters of emotions and self-
efficacy in curriculum reform: Effects on collaboration and learner-centered teaching.
Teaching and Teacher Education, 144, 104604.
https://doi.org/10.1016/j.tate.2024.104604
Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-
efficacy among Iranian EFL teachers. System, 37(4), 700-707.
https://doi.org/10.1016/j.system.2009.09.013
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and
Personality, 9(2), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015b). The relation between
emotional intelligence and subjective well-being: A meta-analytic investigation. The
Journal Of Positive Psychology, 11(3), 276-285.
https://doi.org/10.1080/17439760.2015.1058968
Santos, J. C., dos Santos, M. J., & de Souza, V. V. (2022). Traçando o perfil da linguística
aplicada no Equador: Mapeamento dos últimos 10 anos de produção científica. Revista
de Letras, 24(45). https://doi.org/10.3895/rl.v24n45.13531
Soanes, D. G., & Sungoh, S. M. (2019). Influence of emotional intelligence on teacher
effectiveness of science teachers. Psychology, 10(13), 1819-1831.
https://doi.org/10.4236/psych.2019.1013118
Solomon, P. (2004). Peer support/peer provided services: Underlying processes, benefits, and
critical ingredients. Psychiatric Rehabilitation Journal, 27(4), 392-401.
https://doi.org/10.2975/27.2004.392.401
Swierzbin, B., & Reimer, J. (2019). The effects of a functional linguistics-based course on
teachers’ beliefs about grammar. Language Awareness, 28(1), 31-48.
https://doi.org/10.1080/09658416.2019.1598423
Thompson, R. A. (2011). Emotion and emotion regulation: Two sides of the developing coin.
Emotion Review, 3(1), 53–61. https://doi.org/10.1177/1754073910380969
Vázquez-Calvo, B., Paz-López, A., & Rey-Godoy, S. (2025). Memes and identity in language
teacher education. Language Learning & Technology, 29(1), 1–27.
https://doi.org/10.64152/10125/73620
Vol. 12/ Núm. 4 2025 pág. 60
Weng, Z., & Troyan, F. J. (2023). Developing language teacher identity through photo-elicitation
in TESOL teacher education. TESOL Journal, 14(3), e714.
https://doi.org/10.1002/tesj.714
Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers’
emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and
Teacher Education, 35, 137-145. https://doi.org/10.1016/j.tate.2013.06.006
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: a narrative inquiry of a student-
teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7),
819-841. https://doi.org/10.1080/13540602.2016.1185819
Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and
Teaching, 9(3), 213-238. https://doi.org/10.1080/13540600309378
Weng, Z., & Troyan, F. J. (2023). Developing language teacher identity through photo-elicitation
in TESOL teacher education. TESOL Journal, 14(3), e714.
https://doi.org/10.1002/tesj.714
Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers’
emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and
Teacher Education, 35, 137-145. https://doi.org/10.1016/j.tate.2013.06.006
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: a narrative inquiry of a student-
teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7),
819-841. https://doi.org/10.1080/13540602.2016.1185819
Zembylas, M. (2003). Emotions and Teacher Identity: A poststructural perspective. Teachers and
Teaching, 9(3), 213-238. https://doi.org/10.1080/13540600309378