Agudo, J. D. D. M., & Azzaro, G. (2018). Emotions in learning to teach EFL in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice. In J. D. D. M. Agudo (Ed.), Emotions in second language teaching, (pp. 365–384). Cham: Springer. https://doi.org/10.1007/978-3-319-75438-3_20.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 2158244020938702. https://doi.org/10.1177/2158244020938702.
Alrajeh, T. S. (2021). Project-based learning to enhance pre-service Teachers' teaching skills in science education. Univ J Educ Res, 9(2), 271–279. https://doi.org/10.13189/ujer.2021.090202.
Anttila, H., Pyhältö, K., Soini, T., & Pietarinen, J. (2016). How does it feel to become a teacher? Emotions in teacher education. Soc Psychol Educ, 19(3), 451–473. https://doi.org/10.1007/s11218-016-9335-0.
Anttila, H., Pyhältö, K., Soini, T., & Pietarinen, J. (2017). From anxiety to enthusiasm: Emotional patterns among student teachers. Eur J Teach Educ, 40(4), 447–464. https://doi.org/10.1080/02619768.2017.1349095.
Baran, M., & Maskan, A. (2011). The effect of project-based learning on pre-service physics teachers' electrostatic achievements. Cypriot J Educ Sci, 5(4), 243–257.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Camb J Educ, 39(2), 175–189. https://doi.org/10.1080/03057640902902252.
Beeth, M. E., & Adadan, E. (2006). The influences of university-based coursework on field experience. J Sci Teach Educ, 17(2), 103–120. https://doi.org/10.1007/s10972-006-9013-8.
Bellocchi, A., & Ritchie, S. M. (2015). "I was proud of myself that I didn't give up and I did it": Experiences of pride and triumph in learning science. Sci Educ, 99(4), 638–668. https://doi.org/10.1002/sce.21159.
Bellocchi, A., Ritchie, S. M., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high-quality learning experiences in science teacher education. J Res Sci Teach, 51(10), 1301–1325. https://doi.org/10.1002/tea.21170.
Bellocchi, A., Ritchie, S. M., Tobin, K., Sandhu, M., & Sandhu, S. (2013). Exploring emotional climate in preservice science teacher education. Cult Stud Sci Educ, 8(3), 529–552. https://doi.org/10.1007/s11422-013-9526-3.
Bhattacharyya, S., Volk, T., & Lumpe, A. (2009). The influence of an extensive inquiry-based field experience on pre-service elementary student teachers' science teaching beliefs. J Sci Teach Educ, 20(3), 199–218. https://doi.org/10.1007/s10972-009-9129-8.
Burić, I., Slišković, A., & Sorić, I. (2020). Teachers' emotions and self-efficacy: A test of reciprocal relations. Front Psychol, 11, 1650. https://doi.org/10.3389/fpsyg.2020.01650.
Buttny, R., & Jensen, A. D. (1995). Telling problems in an initial family therapy session: The hierarchical organization of problem talk. In G. H. Morris, & R. J. Chenail (Eds.), the talk of the clinic: Explorations in the analysis of medical and therapeutic discourse, (pp. 19–47). NY: Routledge.
Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teach Teach Educ, 85, 45–57. https://doi.org/10.1016/j.tate.2019.05.005.
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). 21st century skills development through inquiry-based learning, (vol. 1007, pp. 978–981). Singapore: Springer Singapore.
Cowie, N. (2011). Emotions that experienced English as a foreign language (EFL) teachers feel about their students, their colleagues and their work. Teach Teach Educ, 27(1), 235–242. https://doi.org/10.1016/j.tate.2010.08.006.
Craig, T. T., & Marshall, J. (2019). Effect of project-based learning on high school students' state-mandated, standardized math and science exam performance. J Res Sci Teach, 56(10), 1461–1488. https://doi.org/10.1002/tea.21582.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks: Sage.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks: Sage publications.
Day, C., & Qing, G. (2009). Teacher emotions: Well being and effectiveness. In P. A. Schutz, & M. Zembylas (Eds.), Advances in teacher emotion research, (pp. 15–31). Boston: Springer. https://doi.org/10.1007/978-1-4419-0564-2_2.
Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. Assess Eval High Educ, 29(1), 41–61. https://doi.org/10.1080/0260293042000160401.
Fredrickson, B. L. (1998). What good are positive emotions? Rev Gen Psychol, 2(3), 300–319. https://doi.org/10.1037/1089-26184.108.40.2060.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotion. Am Psychol, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218.
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philos Trans R Soc Lond B Biol Sci, 359(1449), 1367–1377. https://doi.org/10.1098/rstb.2004.1512.
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognit Emot, 19(3), 313–332. https://doi.org/10.1080/02699930441000238.
Fredrickson, B. L., Mancuso, R. A., Branigan, C., & Tugade, M. M. (2000). The undoing effect of positive emotions. Motiv Emot, 24(4), 237–258. https://doi.org/10.1023/A:1010796329158.
Gardiner, W., & Robinson, K. S. (2009). Paired field placements: A means for collaboration. The New Educator, 5(1), 81–94. https://doi.org/10.1080/1547688X.2009.10399565.
Gkonou, C., & Miller, E. R. (2020). 8. 'Critical Incidents' in language Teachers' narratives of emotional experience. In the emotional rollercoaster of language teaching, (pp. 131–149). Multilingual matters.
Grey, B. (2020). Recognizing the role of emotions on the teaching practices of a student teacher. Senior Scholars Day, 30. https://scholarlycommons.susqu.edu/ssd/2020/posters/30.
Grossman, P., Dean, C. G. P., Kavanagh, S. S., & Herrmann, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100(7), 43–48. https://doi.org/10.1177/0031721719841338.
Halliday, M. A., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar, (3rd ed., ). London: Edward Arnold.
Halliday, M. A. K. (1994). Introduction to functional grammar. London: Arnold.
Hong, E., Greene, M., & Hartzell, S. (2011). Cognitive and motivational characteristics of elementary teachers in general education classrooms and in gifted programs. Gifted Child Quarterly, 55(4), 250–264. https://doi.org/10.1177/0016986211418107.
Kavanagh, S. S., & Rainey, E. C. (2017). Learning to support adolescent literacy: Teacher educator pedagogy and novice teacher take up in secondary English language arts teacher preparation. Am Educ Res J, 54(5), 904–937. https://doi.org/10.3102/0002831217710423.
Kihwele, J. E., & Chuma, M. M. (2020). Understanding pre-service teachers' emotion experience during teaching practice in Tanzania: Causes, management strategies and the impacts in teaching. Environment, 11(9).
King, S. (2006). Promoting paired placements in initial teacher education. International Research in Geographical & Environmental Education, 15(4), 370–386. https://doi.org/10.2167/irg201.0.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improv Sch, 19(3), 267–277. https://doi.org/10.1177/1365480216659733.
Krajcik, J. S., & Czerniak, C. (2018). Teaching science in elementary and middle school classrooms: A project-based learning approach, (5th ed., ). New York & London: Routledge, Taylor and Francis Group. https://doi.org/10.4324/9781315205014.
Krajcik, J. S., & Shin, N. (2013). Project-based learning. In R. K. Sawyer (Ed.), the Cambridge handbook of learning sciences, (2nd ed., ). New York: Cambridge.
Kupferberg, I., Gilat, I., Dahan, E., & Doron, A. (2013). Exploring the discursive positioning of a schizophrenic inpatient via method triangulation. Int J Qual Methods, 12(1), 20–38. https://doi.org/10.1177/160940691301200108.
Lavy, I., & Shriki, A. (2008). Investigating changes in prospective teachers' views of a 'good teacher' while engaging in computerized project-based learning. J Math Teach Educ, 11(4), 259–284. https://doi.org/10.1007/s10857-008-9073-0.
Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum–a systematic review. Eur J Teach Educ, 38(3), 392–407. https://doi.org/10.1080/02619768.2014.994060.
Loyens, S. M., Kirschner, P. A., & Paas, F. (2012). Problem-based learning. In K. Harris, S. Graham, T. Urdan, A. Bus, S. Major, & L. Swanson (Eds.), APA Educational PsychologyHandbook, (vol. 3, pp. 403–425). Washington DC: Application to learning and teaching, American Psychological Association.
Marshall, J. A., Petrosino, A. J., & Martin, T. (2010). Preservice teachers' conceptions and enactments of project-based instruction. J Sci Educ Technol, 19(4), 370–386. https://doi.org/10.1007/s10956-010-9206-y.
Méndez López, M. G. (2020). Emotions attributions of ELT pre-service teachers and their effects on teaching practice. Profile Issues in TeachersProfessional Development, 22(1), 25–28. https://doi.org/10.15446/profile.v22n1.78613.
Mettas, A. C., & Constantinou, C. C. (2008). The technology fair: A project-based learning approach for enhancing problem solving skills and interest in design and technology education. Int J Technol Des Educ, 18(1), 79–100. https://doi.org/10.1007/s10798-006-9011-3.
Meyer, D. K. (2009). Entering the emotional practices of teaching. In Advances in teacher emotion research, (pp. 73–91). Boston: Springer.
Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: A design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–10. https://doi.org/10.1186/s43031-019-0009-6.
Mohamed, Z., Valcke, M., & De Wever, B. (2017). Are they ready to teach? Student teachers' readiness for the job with reference to teacher competence frameworks. J Educ Teach, 43(2), 151–170. https://doi.org/10.1080/02607476.2016.1257509.
Muchnik-Rozanov, Y., & Tsybulsky, D. (2019). Towards understanding the language of student teachers’ reflections in the context of professional identity development. Reflective Practice: International and Multidisciplinary Perspectives, 20(4), 520–532. https://doi.org/10.1080/14623943.2019.1642188.
Nguyen, M. H. (2014). Preservice EAL teaching as emotional experiences: Practicum experience in an Australian secondary school. Australian Journal of Teacher Education, 39(8), 62–84. https://doi.org/10.14221/ajte.2014v39n8.5.
Ohana, C. (2004). Extended field experiences and cohorts with elementary science methods: Some unintended consequences. Journal of Science Teacher Education, 15(3), 233-254.
Pantić, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education–views of Serbian teachers and teacher educators. Teach Teach Educ, 26(3), 694–703. https://doi.org/10.1016/j.tate.2009.10.005.
Partikasari, R., & Nurwita, S. (2019). The development of a project-based science creative learning (SCL) as a learning proponent of student PAUD Dehasen Bengkulu University. International Journal for Educational and Vocational Studies, 1(7), 739–743. https://doi.org/10.29103/ijevs.v1i7.1735.
Reisman, A., Kavanagh, S. S., Monte-Sano, C., Fogo, B., McGrew, S. C., Cipparone, P., & Simmons, E. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. J Teach Educ, 69(3), 278–293. https://doi.org/10.1177/0022487117707463.
Ritchie, K. C., Shore, B. M., LaBanca, F., & Newman, A. J. (2011). The impact of emotions on divergent thinking processes: A consideration for inquiry-oriented teachers. LEARNing Landscapes, 5(1), 211–225. https://doi.org/10.36510/learnland.v5i1.542.
Ritchie, S. M., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., & Roth, W. M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. J Res Sci Teach, 50(2), 137–161. https://doi.org/10.1002/tea.21060.
Sahin, A., & Top, N. (2015). STEM students on the stage (SOS): Promoting student voice and choice in STEM education through an interdisciplinary, standards-focused, project-based learning approach. Journal of STEM Education: Innovations & Research, 16(3), 24–33.
Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. J Teach Educ, 66(3), 245–260. https://doi.org/10.1177/0022487115573264.
Simons, M., & Baeten, M. (2016). Student teachers' team teaching during field experiences: An evaluation by their mentors. Mentoring & Tutoring: Partnership in Learning, 24(5), 415–440. https://doi.org/10.1080/13611267.2016.1271560.
Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers' and students' points of view. Teach Teach Educ, 26(8), 1495–1510. https://doi.org/10.1016/j.tate.2010.05.006.
Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, M. M. (2020). Millennial generation preservice teachers' intrinsic motivation to become a teacher, professional learning and professional competence. Teach Teach Educ, 96, 103180. https://doi.org/10.1016/j.tate.2020.103180.
Timoštšuk, I., Kikas, E., & Normak, M. (2016). Student teachers' emotional teaching experiences in relation to different teaching methods. Educ Stud, 42(3), 269–286. https://doi.org/10.1080/03055698.2016.1167674.
Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. J Teach Educ, 64(3), 262–275. https://doi.org/10.1177/0022487112471998.
Tsybulsky, D. (2019). The team-teaching experiences of pre-service science teachers implementing PBL in elementary school. J Educ Teach, 45(3), 244–261. https://doi.org/10.1080/09589236.2019.1599505.
Tsybulsky, D., Gateneo-Kalush, M., Abuganem, M., & Grobgeld, E. (2020). Experiences of preservice teachers exposed to project-based learning. Eur J Teach Educ, 43(3), 368–383. https://doi.org/10.1080/02619768.2019.1711052.
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teach Teach Educ, 79, 48–59. https://doi.org/10.1016/j.tate.2018.12.006.
Tsybulsky, D., & Oz, A. (2019). From frustration to insights: Experiences, attitudes and pedagogical practices of pre-service science teachers implementing PBL in elementary school. J Sci Teach Educ, 30(3), 259–279. https://doi.org/10.1080/1046560X.2018.1559560.
Tzifopoulos, M. (2020). Pre-service secondary teachers reflect on their pedagogical practicum experiences. International Journal of Education and Research, 2(18), 1-16.
Varma, T., & Hanuscin, D. L. (2008). Pre-service elementary teachers' field experiences in classrooms led by science specialists. J Sci Teach Educ, 19(6), 593–614. https://doi.org/10.1007/s10972-008-9110-y.
Virtue, E. E., & Hinnant-Crawford, B. N. (2019). "We're doing things that are meaningful": Student perspectives of project-based learning across the disciplines. Interdisciplinary Journal of Problem-Based Learning, 13(2), 9. https://doi.org/10.7771/1541-5015.1809.
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Res Pap Educ, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830.
Zembylas, M. (2001). A paralogical affirmation of emotion's discourse in science teaching. In A. C. Barton, & M. D. Osborne (Eds.), Teaching science in diverse settings: Marginalized discourses and classroom practice, (pp. 99–128). NY: Peter Lang.
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. https://doi.org/10.1080/13540600309378.
Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teach Teach Educ, 4(23), 355–367. https://doi.org/10.1016/j.tate.2006.12.002.