Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China.
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| Title: | Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China. |
|---|---|
| Authors: | Zhang, Limin1 (AUTHOR), Chen, Yitong1 (AUTHOR), Zhong, Wenhui1 (AUTHOR), Jiang, Lianjiang2 (AUTHOR) jljiang@hku.hk |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Feb2026, Vol. 35 Issue 1, p143-158. 16p. |
| Subject Terms: | *Emotion regulation, *Student teachers, *Emotional experience, *Teacher role, *Early childhood education, *Internship programs, Sociocultural factors |
| Geographic Terms: | Guangzhou (China), China |
| Abstract: | Early childhood education (ECE) student teachers experience "reality shock" and a heavy burden of emotional regulation as they encounter many challenges in their internships, such as failing to cater for children's needs and lacking autonomy and efficacy. Effective emotion regulation can alleviate the impact of negative emotions and facilitate the construction of teacher identity. However, existing research has paid less attention to the emotion regulation of student teachers, especially ECE student teachers. Previous researchers mainly categorize in-service teachers' emotion regulation strategies, whereas ECE student teachers' emotion regulation strategies are more nuanced and in need of additional theoretical perspective to uncover their emotion regulation strategies. To address the research gap, we conducted a qualitative and follow-up research to examine the emotional experiences and emotion regulation strategies of 25 ECE student teachers in Guangzhou, China, during their internships. Data were collected through interviews, observation, and critical incidents forms. Informed by an integrative perspective, this study classified the emotion regulation strategies of ECE student teachers into four categories, including expressive regulation, cognitive change, behavioral adjustment, and sequential regulation. The study also analyzed the emotion regulation strategies at different stages of their internships, presenting the uniqueness of ECE student teachers' emotional regulation in the Chinese cultural context. The Chinese social culture of "ren qing" and the power hierarchy in classrooms have led ECE student teachers to use suppressing strategy to regulate emotions. This study enriches our understanding of ECE student teachers' emotions and provides implications for ECE teacher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191944956 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Limin%22">Zhang, Limin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Yitong%22">Chen, Yitong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhong%2C+Wenhui%22">Zhong, Wenhui</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jiang%2C+Lianjiang%22">Jiang, Lianjiang</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> jljiang@hku.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Education+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Asia-Pacific Education Researcher (Springer Science & Business Media B.V.)</searchLink>. Feb2026, Vol. 35 Issue 1, p143-158. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+experience%22">Emotional experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Guangzhou+%28China%29%22">Guangzhou (China)</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Early childhood education (ECE) student teachers experience "reality shock" and a heavy burden of emotional regulation as they encounter many challenges in their internships, such as failing to cater for children's needs and lacking autonomy and efficacy. Effective emotion regulation can alleviate the impact of negative emotions and facilitate the construction of teacher identity. However, existing research has paid less attention to the emotion regulation of student teachers, especially ECE student teachers. Previous researchers mainly categorize in-service teachers' emotion regulation strategies, whereas ECE student teachers' emotion regulation strategies are more nuanced and in need of additional theoretical perspective to uncover their emotion regulation strategies. To address the research gap, we conducted a qualitative and follow-up research to examine the emotional experiences and emotion regulation strategies of 25 ECE student teachers in Guangzhou, China, during their internships. Data were collected through interviews, observation, and critical incidents forms. Informed by an integrative perspective, this study classified the emotion regulation strategies of ECE student teachers into four categories, including expressive regulation, cognitive change, behavioral adjustment, and sequential regulation. The study also analyzed the emotion regulation strategies at different stages of their internships, presenting the uniqueness of ECE student teachers' emotional regulation in the Chinese cultural context. The Chinese social culture of "ren qing" and the power hierarchy in classrooms have led ECE student teachers to use suppressing strategy to regulate emotions. This study enriches our understanding of ECE student teachers' emotions and provides implications for ECE teacher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40299-025-00992-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 143 Subjects: – SubjectFull: Emotion regulation Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Emotional experience Type: general – SubjectFull: Teacher role Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Internship programs Type: general – SubjectFull: Sociocultural factors Type: general – SubjectFull: Guangzhou (China) Type: general – SubjectFull: China Type: general Titles: – TitleFull: Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Limin – PersonEntity: Name: NameFull: Chen, Yitong – PersonEntity: Name: NameFull: Zhong, Wenhui – PersonEntity: Name: NameFull: Jiang, Lianjiang IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01195646 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) Type: main |
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