Abstract:

Human beings are emotional beings, which, to a large extent, determines their cognitive and social relations with their environments. Since teaching is an occupation that involves working with human beings, emotions are highly relevant for teachers. Therefore, the purpose of the present study is to examine the potential relationship between pre-service EFL teachers’ educational philosophies in term of teacher emotions. In order to collect data, two research tools are used. The first one is the Philosophical Preference Evaluation Scale, prepared by Çetin et al (2012). This questionnaire conceptualizes educational philosophies under five headings, notably perennialism, essentialism, existentialism, progressivism and reconstructionism. The second research tool that is utilized in the present study is the Teacher Emotion Inventory, developed by Chen (2018). This inventory includes five emotions, which are joy, anger, love, sadness, and fear. The results indicated that joy and love are two of the most common emotions experienced by pre-service EFL teachers. In addition, as for educational philosophies, the most common one was existentialism, indicating that the center of education, according to pre-service EFL teachers, should be the student.

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