情绪是教师职业认同的“催化剂”(Bullock, 2013)，在实习生活中的情绪困境影响着实习教师对教师职业的看法。实习教师情绪劳动体现了其在情绪体验之下的应对，从探析教师情绪劳动的角度入手，理解实习教师情绪劳动的本质，帮助实习教师正视情绪困境、学会调节并运用情绪有着现实意义。

本研究采用现象学的研究方法，对四位受访实习教师进行了深度访谈，同时利用类属分析的方法对访谈数据中实习教师在实习生活中的情绪实践和体会进行反思和分析。

研究发现：

（1）在人际互动中，实习教师既体验着开心、兴奋、感动等积极情绪，也不可避免地感知到焦虑、不满、生气等大量的消极情绪。

（2）在与不同工作对象互动时，实习教师运用伪装、抑制、重新聚焦、重新建构、分离、释放、宣泄等情绪劳动策略对其情绪体验与表达进行调节与管理。

（3）在与不同工作对象互动时，实习教师遵循着不一样的情绪法则：包括对指导教师要服从要求与任务安排、积极向上、主动求教；对学生要保持适当距离以树立威信、要理解和鼓励学生；要与实习同伴相互鼓励，友爱互助；要与学校其他成员和谐融洽地相处。

（4）实习教师在实习生活中的情绪经历受到其个人性格、经历等因素的影响。情绪劳动帮助实习教师个体得以克服自己的性格弱点以及经验缺陷并完成在实习中的专业学习。

（5）实习教师的情绪受社会结构控制之下的情绪法则的规训，实习教师在人际互动中所进行的情绪劳动体现为其为恰当地表达他人所传递的社会期望而进行的多重角色之下的自我表演。

基于以上的发现，本研究为实习教师情绪劳动的管理提出了相关的启示与建议：（1）从个人层面上，实习教师要学会坦然面对和接纳负面情绪并通过倾诉寻求情绪纾解、也要懂得利用情绪劳动进行反思并获得经验；（2）从学校层面上，实习学校应为实习教师创设情绪信任的实习氛围、建立起指导教师与实习教师之间平等互助的师生关系，培养学校要为实习教师构建指向其专业发展的情绪课程。

Emotions are the "catalysts" of teachers' professional identity (Bullock, 2013), and emotional distress in internship life affects intern teachers' perceptions of the teaching profession. It is important to understand the nature of intern teachers' emotional work from the perspective of exploring their emotional work to help them confront their emotional difficulties and learn to regulate and use their emotions.

In this study, we conducted in-depth interviews with four intern teachers through a phenomenological method. Using a category analysis method, we reflected on and analyzed the emotional practices and experiences of intern teacher during their internship.

The study found that:

(1) In interpersonal interactions, intern teachers experienced both positive emotions such as happiness, excitement, and emotion, and inevitably perceived a large number of negative emotions such as anxiety, dissatisfaction, and anger.

(2) When interacting with different work subjects, intern teachers use emotional labor strategies pretending, restraining, refocusing, reframing, separating, releasing, and outpouring to regulate and manage their emotional experiences and expressions.

(3) When interacting with different work subjects, intern teachers follow different emotional rules: Obeying requirements and assignments from instructors, Being positive, and Taking the initiative to seek advice; Keeping students at an appropriate distance to establish authority, Understanding and encouraging them; Encouraging fellow interns and Being friendly and supportive with fellow interns; Getting along harmoniously with other members of the school.

(4) Intern teachers' emotional experiences during their internship life are influenced by their personalities and experiences. Emotional labor helps them to overcome their personality weaknesses and experience deficits and to complete their professional learning in the internship.

(5) Intern teachers' emotions are governed by the emotional rules of social structures, and the emotional labor performed by intern teachers in interpersonal interactions is reflected in their self-performances under multiple roles in order to appropriately express the social expectations conveyed by others.

Based on the above findings, this study provides some suggestions for the management of intern teachers' emotional labor: (1) For intern teacher, they should learn to face and accept negative emotions openly and seek emotional relief through confessions, as well as to reflect on their emotional labor gain experience; (2) For the school, the internship school should create an emotional and trusting internship atmosphere for the internship teachers and establish an equal and supportive teacher-student relationship between the supervisor and the internship teachers, in addition, training schools need to build an emotional programs for intern teachers that point to their professional development.