Exploring a Pre-service Emotional Geography in Emerging Professional Identity During International Teaching Practice: A Narrative Study

Abstract

This study explores the emotional geography of an Indonesian pre-service EFL teacher during his international teaching practice in Thailand and Vietnam, focusing on how his emotional experiences shaped the emergence of his professional identity. While previous research has examined emotional aspects of teaching practices, most are situated within Indonesian contexts or overlook the impact of cross-cultural experiences. Drawing on Hargreaves’ (2001a) and Liu’s (2016) frameworks of emotional geography—sociocultural, moral, professional, political, and physical—this narrative study investigates the complex emotional landscape encountered by a pre-service teacher abroad. The participant’s experiences were gathered through in-depth interviews and reflective narratives, offering rich insights into the emotional challenges and growth occurring in international classroom settings. Key findings reveal that cultural differences, classroom dynamics, and professional expectations contributed to his emotions, which in turn affected his confidence, relational closeness, teaching practices, and evolving sense of teacher identity. The study highlights the importance of understanding emotional experiences in shaping professional identity, particularly in international and multicultural teaching environments, and offers implications for preparing future teachers for global teaching opportunities.