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.