The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme

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Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “…on the pre-service teachers’ responses to a teaching practicum present the teachers’ changes in cognitive, social, and emotional processes of teacher identity construction, but fail to articulate the layers of negative emotions that seem to be involved in the learning process (Yuan & Lee, 2015).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “This paper reports on the case of Ming, whose intense, negative emotional experiences in the field school considerably impacted his professional learning and identity formation, whereas the other participants with more positive learning experiences were reported in Yuan and Lee (2015).”