A Narrative Inquiry Into the Role of Emotional Experience in Novice Secondary School English Teachers’ Identity Construction

ABSTRACT This study investigates the emotional experiences of novice English teachers in China and examines how these experiences shape the development of their emerging professional identities during the early stages of their careers. Using a narrative inquiry approach and a hierarchical emotion framework, the study explores the range of emotions novice teachers experience, the contexts in which they arise, and their impact on teacher identity construction. The findings reveal that positive emotions, such as love and joy, often stem from past positive learning experiences and positive student responses. These emotions reinforce novice teachers’ imagined identities as caring educators. Conversely, negative emotions like sadness, fear, and anger, arising from challenges such as unruly students and societal expectations, hinder identity development. However, these emotions also serve as catalysts for growth when novice teachers engage in reflective practices. The study highlights the importance of reflection in helping novice teachers navigate emotional challenges and negotiate their professional identities, offering valuable insights for teacher education programs aimed at supporting teachers’ emotional and identity development.