“…However, pre-service teachers do experience intense emotions during their teaching-learning process (e.g., Bloomfield, 2010;Timoštšuk & Ugaste, 2010). These emotional obstacles have an impact on pre-service teachers' teaching; learning; classroom management; and interactions with students, school mentors, and students' parents (Grudnoff, 2011). Thus, it is reasonable to recognize the influences from or the contributions of the affective domain-the emotional process of the teaching and learning experience-towards the construction of the teachers' identity (Han, 2016;Zembylas, 2004).…”