Abstract
This narrative study investigated the identity development of seven pre-service English teachers by capturing their teaching practicum experience from a socio-emotional perspective. Narrative data would be garnered through multiple semi-structured interviews with seven pre-service English teachers. For this reason, seven pre-service English teachers had invited for the interview-based narrative case study. The semistructured interviews had been scheduled for 30-60 minutes per interview session. The interview-derived narrative data had analysed using interpretative phenomenological analysis (IPA) and critical discourse analysis (CDA). These analytical frameworks were to explore the socio-emotional dimensions of the seven pre-service English teachers during the teaching practicum. The findings of this study, pre-service teachers experienced various emotional struggles in physical, moral, socio-cultural, professional, and political emotions. Based on the frequency of experiences of perceived emotion geography, students experienced positive and negative feelings. From the various feelings experienced by pre-service teachers, it can be concluded that the emotions felt can change their identity as language teachers. In another hand, pre-service teachers established good relationships with mentors and everyone involved during their teaching practice, including teachers, students, parents, and even the community. This closeness could give positive impact to the people who have a role during teaching practice. The contributions of the present study were to provide fresh insight into the construction and development of pre-service English teachers’ identity from multi-theoretical perspectives. Drawing on this, the practical implication of the study was that there was a need for dialogical supervision between a teacher mentor, supervising faculty member, and students in understanding the emotionality of preservice English teachers during the teaching practicum.
