教师情感是制约教师行为和影响教师信念的内在因素，对教师的专业发展和心理健康具有 重要意义。由于经验不足，多重身份的职前教师在教育实习过程中往往有复杂的情感体验， 其经历会影响教师未来的职业发展。参照系统生态动态的理论视角，本研究特地挑选了六位来自北京一所重点大学英语系的学生作为研究对象。作为职前教师，这六名学生在不同中学进行了为期五周的教育实习。本研究旨在探究职前教师在实习期间有哪些情感体验，哪些因素会影响其情感体验，以及他们如何调节自己的情感。研究主要采用质性研究的方法，要求每位参与者每天填写情绪量表，每周写一篇周记，并在实习期内参与三次半结构化访谈。研究发现，在积极情绪中，开心和成就感被提到的频次最高，而体验强度最高的情绪则是爱； 在消极情绪中，沮丧被提到的次数最多，而焦虑的体验强度最大。实习教师的情绪受到内部、 人际和外部系统因素的影响。尤其是教师的信念和身份认同，内部因素在情绪的产生和调节 中起着重要作用，而在人际交往中所产生的情绪占比最大。为了调节情绪，职前教师会在情 绪产生的前后使用不同的策略，并更倾向在情绪产生后使用策略。认知重建和主动沟通是两种最受欢迎的子策略，说明他们经常积极地调节自己的情绪。根据上述研究结果，本研究也为职前教师的发展提出了一些启示。

As an internal factor that governs teachers’ behaviors and beliefs, teacher emotion is important to teachers’ professional development and mental health. Due to the lack of experience, pre-service teachers with multiple identities experience complex emotions during teaching practicum, which affects their future occupation. Through an ecological dynamic perspective, this study purposefully selects six seniors from the English department of a key university in Beijing as research objects who practice in different middle schools for five weeks. This research aims to explore what emotions do they experience, what are the influencing factors of their emotions, and how they regulate emotions during the practicum. Mainly following the qualitative approach, this study requires each participant to fill in an emotional scale each day, keep a weekly diary, and participate in three semi-structured interviews throughout the practicum. Pre-service teachers experienced positive, negative, and mixed emotions. It is found that among positive emotions, happiness and sense of achievement report the most frequency with love the highest intensity. For negative emotions, discouragement is mentioned the most frequently, while anxiety receives the greatest intensity. Their emotions are affected by factors within intrapersonal, interpersonal, and outside systems. Intrapersonal factors, especially teachers’ beliefs and identity, play a significant role, affecting both the generation and regulation of emotions. Emotions generated by interpersonal interaction account for the largest proportion. To regulate emotions, different strategies are applied before and after emotions generate, with the latter situation reported more frequently. Cognitive reconstruction and communication are the two most favorite sub-strategies, indicating that they often take the initiative to regulate their emotions. According to the above findings, some implications for pre-service teachers’ development are also provided.