党的十八大以来，国家将教师队伍建设摆在突出位置。职前教师的发展很大程度影响着教师队伍建设的水平。教师身份建构是影响教师的职业生涯发展的重要因素之一。对于即将走向工作岗位的职前教师而言，他们对于教师身份的认知并不清晰。实习期既是职前教师认识自我，认识教学，认识教育的重要时期，也是他们进行身份建构的黄金时期。本文旨在揭示实习期间，职前教师情绪与其身份建构之间的联系。为此本文借助评价理论探索了职前教师的情绪资源类型，不同情绪与职前教师身份建构的联系以及实习期内职前教师的情绪变化。研究结果显示：1）情绪资源可分为un/happiness, in/security, dis/satisfaction, dis/inclination四类，且整体积极情绪高于消极情绪；2）积极的情绪更有利于职前教师身份建构；3）实习前期和后期的积极情绪高，实习中期消极情绪高于积极情绪。依据研究结果，作者建议实习学校与大学要重视职前教师的实习工作，职前教师自己要注重调节情绪，安排好自己的工作，以实现教师身份建构。这些建议对于实习教师的身份建构具有一定的参考价值。此外，本研究阐述了本研究的局限性——只运用了评价理论中的一个子系统。最后，本研究还讨论了未来的研究方向。

Since the 18th CPC Party Congress, the Chinese government has given the development of a teaching force a high priority. The level of development of pre-service teachers largely influences the level of teacher development. The construction of a teacher's identity is one of the most powerful factors in the development of a teacher's career. For pre-service teachers who are about to enter the workforce, their perception of their identity as teachers is not clear, so the internship period is an important time for pre-service teachers to get to know themselves, teaching and education, and it is also a prime time for them to construct their identity. The goal of this paper is to uncover the interactions between pre-service teachers' emotions and their identity constructs during the internship. To this end, the paper draws on appraisal theory to explore the types of emotional resources available to preservice teachers, the links between different emotions and pre-service teachers' identity constructs, and the changes in pre-service teachers' emotions during the internship period. The findings show that 1) emotional resources can be divided into four groups: un/happiness, in/security, dis/satisfaction, and dis/inclination, and overall positive emotions are higher than negative emotions; 2) positive emotions are more beneficial to pre-service teacher identity construction; 3) positive emotions are high in the pre- and post-internship period, and negative emotions are higher than positive emotions in the mid-internship period. Based on the findings of the study, the authors suggest that pre-service schools and universities should pay attention to pre-service teacher internships and that pre-service teachers themselves should focus on regulating their emotions and arranging their work in order to achieve the construction of a teacher's identity. These suggestions are useful for the identity construction of trainee teachers. In addition, this study describes the limitations of this research, which is that only one sub-system of evaluation theory was applied. Finally, this study also discusses future research directions.