Speaker
Description
Teacher emotion has garnered increasing scholarly attention as a critical catalyst shaping professional performances and sustained professional development. This qualitative case study, anchored in Resilience Theory, investigated the emotional experiences and regulation strategies of Vietnamese pre-service EFL teachers during a school-based teaching practicum in the Mekong Delta region. Data was gathered through semi-structured interviews with ten pre-service teachers and five teacher mentors and analyzed through thematic analysis. Findings uncovered a spectrum of participants’ emotional fluctuations influenced by teaching responsibilities, feedback from stakeholders, and administrative tasks. Participants reported emotional uncertainty in dynamic real-life teaching settings, a feeling of being overwhelmed caused by multiple roles, and emotional conflicts in professional identity formation. To regulate these complex emotions, participants employed agent-based and antecedent-based emotional regulation strategies. These strategies aimed at mitigating self-doubt, cultivating emotional resilience, optimizing teaching practices, and foster their sustainability in the teaching profession. These findings subsequently shed light on the emotionally intensive nature of the practicum and call for the integration of emotion-based assistance to enhance pre-service teachers’ overall well-being. Pedagogical implications were also proposed to advise relevant stakeholders to better their teacher education and training programs.
Biography
Born and raised in Sóc Trăng province in the Mekong Delta region, I take my immerse pride in being a Vietnamese, a son of the South, and a bearer of PHAN surname. As an early-GenZ English-as-a-Foreign-Language (EFL) teacher with over four years of teaching experience, I anchor my teaching philosophies and professional practices in Đức (Morality), Tâm (Heart), Tài (Talent), Tầm (Vision), and Trí (Mind) .
Pedagogically, I hold a firm belief that the teaching profession is not merely about imparting knowledge of language and culture to learners but about being change agents who are critically analytical and innovative. To become change agents, teachers are socio-culturally expected to engage in educational research to improve professional practices and map out future professional trajectories. Methodologically, I am intrinsically interested in qualitative research approaches, particularly narrative inquiry, phenomenology, and ethnography. My research interests include teacher emotions, teacher agency, teacher professional identity, teacher researcher identity, and teacher continuing professional development.
