Building upon the concept of emotional labour, this study explores one pre-service teacher’s emotional responses to her internship teaching experiences. Interviews, observations, and self-reflection statements revealed that her emotional struggles and tensions were generated, in part, from dissatisfaction with what she experienced as a gap between her theoretical understanding and the reality of ELT and with the perceived unfair practices and negative attitudes towards English learners. The student teacher’s efforts to manage her emotions in and out of the classroom became her emotional labour, and her emotional awareness of and resistance to what she perceived as negative attitudes towards her students evoked a deeper emotional reflexivity, which led to her emotional and professional growth. The results suggest that a student teacher’s understanding of her own emotions in relation to teaching may serve as a catalyst for problematizing practices and construct/transform teacher identity, leading to important implications for teacher education.

中文翻译：

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ELT 中的情绪劳动和专业发展

基于情绪劳动的概念，本研究探讨了一位职前教师对其实习教学经历的情绪反应。采访、观察和自我反省陈述表明，她的情绪挣扎和紧张部分是由于对她所经历的理论理解与 ELT 现实之间的差距以及感知到的不公平做法和对 ELT 的负面态度的不满。英语学习者。学生老师在课堂内外管理情绪的努力变成了她的情绪劳动，她对她所认为的对学生的负面态度的情绪意识和抵制引发了更深层次的情绪反射，这导致了她的情绪和专业成长.