Along with the development of technology, the use of AI in education is inevitable. The integration of AI in education promotes both positive and negative responses from teachers and students. The response may result in both positive and negative feelings for the pre-service teacher who integrates AI in their teaching practicum. Therefore, this study explores pre-service teacher's positive emotions of wellbeing during teaching practicum with AI. The indicators emotion mentioned by Mercer & Gregersen (2020) were positive emotion (happiness, utter-joy, and excitement), negative emotion (anger, frustration, and burden), and life satisfaction. During the teaching practicum program in one of the public senior high schools, I describe my feelings and experiences through personal diaries in the autobiographical narrative framework (Barkhuizen, 2014). In addition, the related photos and documents are presented to support the diaries. The findings denote the existence of positive emotion indicators influenced by students' responses to AI as a learning tool. Both positive and negative feelings provide acknowledgment and reflection for pre-service teachers in shaping their identity for improvement of using AI in future teaching. To add to this knowledge, this research recommends the exploration of a wide range of AI tools variations in teaching and their effect on achieving teachers’ healthy emotional state of well-being.
