| dc.description.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. | en_US |
