ABSTRACT
Since teachers’ emotions affect many aspects of students’ classroom life, emotional experience is significant for student teachers in establishing a good learning environment. This study investigates how student teachers’ emotions are involved in online English teaching practicum, including the challenges and solutions concerning regulating their emotions. Eight students of the Language Education Program in a public university in Surabaya, Indonesia, participated in this study. The data were gathered through interviews and classroom observation. The findings reveal that students’ misbehavior, such as making funny expressions to attract others’ attention, ignoring the teacher's instruction, and making noise, are some challenges that provoke student teachers’ emotions. Then, several strategies were applied to avoid negative emotions in handling students’ misbehavior, and feeling suppression is identified as the most frequently used strategy in online teaching practicum. Nevertheless, they also showed their anger and frustration by raising their voice, giving warnings and punishment, taking deep breaths, and being sad. Thus, teacher education needs to give much attention to student teachers’ emotional experiences since understanding the candidate teachers’ emotions is significant, for their emotions are likely to reflect on their future careers.
