ABSTRACT
The paper reports on an in-dept. narrative inquiry of the emotional experience of in-service English teachers on virtual pandemic classrooms. The data are derived from the teacher’s ‘emotion diary’ and four semi-interviews. The data were analyzed with Andy Hargreaves’s emotional geography framework which focuses on the physical, moral, sociocultural, professional, and political aspects of schooling. Through four stories that recount their experiences in different emotional geography. They have understanding and misunderstandings of different aspects of schooling during virtual pandemic classrooms. Due to the stories, they will rise the various emotions, both positive and negative emotions. It will be need by them to create the strategies to manage their emotions. The conclusion, as the teachers, they need to engage emotional understanding of each other’s work.
