Teacher emotions encompass a wide spectrum, ranging from enthusiasm
and joy to frustration and anxiety, all of which significantly influence teachers'
professional experiences (Sutton, 2004). This study explores the emotional
experiences of pre-service English teachers during their teaching practicum. The
primary aim is to identify the emotions—both positive and negative—that these
pre-service teachers encounter, and to examine the strategies they use to cope with
the negative emotions. Using a qualitative case study approach, data were gathered
through questionnaires and semi-structured interviews with three pre- service
English teachers. The findings reveal that these pre-service teachers experience a
mix of both positive and negative emotions throughout their practicum.
Furthermore, the study identifies various coping strategies employed by the
participants to manage the challenges and negative feelings encountered in the
teaching environment. This research underscores the importance of emotional
support and effective coping mechanisms for pre-service teachers during their
teaching practicum.

Keywords: Teacher emotions, teaching practicum, coping strategies.