Abstract

MENDEZ LOPEZ, Mariza G.. Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice. profile [online]. 2020, vol.22, n.1, pp.25-28.  Epub May 28, 2020. ISSN 1657-0790.  https://doi.org/10.15446/profile.v22n1.78613.

This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.

Keywords : Attributions; emotions; English language teaching; pre-service teachers; teaching practice.

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