Unravelling the Interplay of Pre‐Service Language Teachers' Emotions and Professional Identities
A Dynamic Systems Model of Role Identity Perspective
Bibliographic Data
| ID | 21445877 |
|---|---|
| Authors | Fengrui Ci (0009-0004-2519-1090, Faculty of Education The University of Hong Kong Hong Kong SAR China), Shanshan Yang (0000-0003-1613-2449, College of Foreign Languages and Literature Fudan University Shanghai China), Hubin Yin (0000-0001-5424-587X, Faculty of Education The Chinese University of Hong Kong Hong Kong SAR China, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 3 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70196 |
| OpenAlex | W4413240568 |
| Language | EN |
| Citations received | 2 |
| References cited | 54 |
Previous studies have given limited attention to the emotional and identity changes of pre‐service language teachers in education taught master (ETM) programmes. To fill this gap, this study explores the emotional changes of seven pre‐service language teachers undergoing professional training in an ETM programme. Following the Dynamic Systems Model of Role Identity (DSMRI), we conducted semi‐structured interviews, collected complementary reflection and employed thematic analysis to analyse the data. The results showed three identity development trajectories, namely, active practitioner, negative abandoner and uncertain hesitator. These identity trajectories were influenced by emotional factors and contextual factors (i.e., family, professional development programme and perceived social status) involved in the emotion–identity interplay. The findings enriched the understanding of emotions and identity changes among pre‐service language teachers and refined the context dimension of the DSMRI. Additionally, it offers teacher educators and researchers valuable insights into developing the desirable emotions and identities of pre‐service language teachers
Context (archaeology) · Dimension (graph theory) · Identity (music) · Mathematics education · Pedagogy · Perspective (graphical) · Professional development · Qualitative research · Social science · Sociology · Thematic analysis · Computer Science · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Research Methods in Education
Making sense of the complex entanglement between emotion and pedagogy
A complex dynamic systems perspective on teacher learning and identity formation
Identity, well‐being and effectiveness
Understanding teacher identity
Professional identity of pre-service teachers
Studying Abroad in Britain
Development of drama into teacher identity
‘I did not feel any passion for my teaching’
Pre-service teacher research
Feeling like a student but thinking like a teacher
What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada
‘Good Rain Nurtures Things Silently’
Frustration drives me to grow’
Exploring student teachers' motivation change in initial teacher education
Understanding new teachers’ professional identities through metaphor
Novice language teacher emotion labor and identity construction
Provoking novice teacher development
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme
Cultivating resilience through a community of inquiry
Emotions and Language Teacher Identity
Funds of Professional Identity in Language Teacher Education
Teacher Learning as Identity Change
Using thematic analysis in psychology
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |