EMOTIONALES ERLEBEN SLOWENISCHER LEHRAMTSSTUDIERENDEN UND EMOTIONSAUSLÖSENDE SITUATIONEN WÄHREND IHRES SCHULPRAKTIKUMS
EMOTIONAL EXPERIENCES OF SLOVENIAN TEACHER TRAINING STUDENTS AND EMOTION-TRIGGERING SITUATIONS DURING THEIR SCHOOL INTERNSHIP

Summary/Abstract: The study examines the emotional experiences of Slovenian teacher training students and situations that trigger emotions during their school internship. The content analysis of 40 written reflections reveals that trainees experience a wide range of emotions or emotion-like feelings during their teaching practice at elementary and middle schools, with surprise, fear, joy, fun, nervousness, and gratitude predominating. They usually feel uncomfortable at the beginning of the internship due to their lack of experience – their inexperience is primarily reflected in poor time management, overly high (performance) expectations of the learners, and maintaining a good learning environment, but this changes over the course of the internship. After their first teaching trials, interns feel better and more confident; above all, they experience clearly positive emotions when creating learning materials and devising creative learning activities in which they see learners enjoying themselves. They name or describe their emotional states, but do not always reveal the reasons behind them. The study results offer insights into the emotional worlds of the trainees, encourage them to engage in introspective emotional reflection, and help their mentors to provide them with more effective professional and emotional support during their school internship.

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