<![CDATA[Abstract: The practicum exposes pre-service teachers to emotional terrains that reveal not only what they know about teaching, but how they navigate the relational and institutional forces that define becoming a teacher. Despite increasing attention to teacher emotions, research has largely treated emotions as individual psychological states, leaving their relational and contextual dimensions underexplored. This study aims to map the emotional experiences of EFL pre-service teachers during practicum and examine how they manage their emotional encounters. Employing a sequential explanatory mixed-methods design, quantitative data were collected from 27 pre-service teachers using an adapted Teacher Emotions Questionnaire, followed by semi-structured interviews with four purposively selected participants. The findings reveal that positive emotions particularly love, pride, and joy were dominant, while negative emotions remained limited, with fatigue reported at a moderate level. Qualitative analysis shows that emotional regulation was enacted through pedagogical adjustment, cognitive reframing, and relational support within institutional contexts. The study highlights emotional regulation as a relational and pedagogical practice, underscoring the value of emotional geographies for understanding emotion in EFL teacher education. Keywords: EFL pre-service teachers; emotional geographies; emotional regulation; teaching practicum; teacher emotions; mixed-methods research]]>
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