‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum

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Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “The good news is that research demonstrates that high-quality teachers regulate their emotions effectively (Beltman & Poulton, 2019), and that teachers’ emotion management links to their effectiveness (Burić, 2019; Lee et al., 2016) and work lives (Berkovich & Eyal, 2019).”
Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “For example, pre-service teachers in China were often found to be in a more subservient role, and the lack of trust and support from the school mentors led them to frustration and irritation, which impeded the development of teacher identity (Yuan & Lee, 2016).”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, result): “This is in line with a recent qualitative study showing that negative emotions stemming from a strained relationship with a mentor and a poor school climate can be so overwhelming that it influences a BT’s teaching practice (Yuan & Lee, 2016).”