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The present study aimed to examine the emotional experiences of student teachers of English language and the possible effects of these experiences and emotions on their professional self-adequacy. The current study used a social constructivist approach to emotions. Twelve student teachers of an ELT Program at a state university in Turkey took part in this study. The data were collected through semi-structured interviews and analysed inductively through content analysis. The analysis of the data yielded five major themes: Positive emotional experiences, negative emotional experiences, professional self-adequacy of student teachers, coping strategies, and regaining professional self-adequacy. The study indicated that student teachers of English language experienced both positive and negative emotional experiences during their pre-service teacher education. More importantly, this study highlighted the ways in which both positive emotional experiences of the student teachers and negative emotional experiences were connected to their professional self-adequacy. A model revealing the relation between the student teachers’ emotional experiences and their professional self-adequacy was proposed. Finally, this study makes a call to pre-service education programs to reconsider the key role that emotions play in teacher training.

Emotional experiences of student teachers of English language and their professional self-adequacy