Despite recognizing the importance of critical incidents (CIs) in teachers’ professionalism, there is a need for more research on novice teachers’ CIs, especially emotional CIs. This study describes the emotional CIs of a novice language teacher during her first year of teaching by relying on Schutz et al.’s (in: Schutz, Hong, Francis (eds) Research on teacher identity: Mapping challenges and innovations, Springer, 2018) conceptual framework and Zembylas’ (Journal of Research in Science Teaching 39:79–103, 2002) three-dimensional framework of intrapersonal, interpersonal, and intergroup levels of teacher emotions. Data were collected from semi-structured interviews, observational field notes, stimulated recall interviews, and online narratives. The teacher’s intrapersonal emotional CIs dominantly influenced her current functioning to eschew creating similar negative experiences for her students. The interpersonal emotional CIs created tensions that largely influenced her claimed identity as a professional teacher. The intergroup emotional CIs made her develop negative perceptions about certain ethnic groups and educational stakeholders. Moreover, the findings indicate that while the teacher could function agentively at the classroom level, her limited agency at the institutional level created tensions in her identity as a professional teacher. The study portrays how novices negotiate and construct their professional identity based on emotional CIs, shows how such CIs accelerate novice teacher attrition, and provides implications for reducing the emotional gap between policymakers and novice teachers.

尽管认识到关键事件（CIs）对教师专业素养的重要性，但仍需要对新手教师的CIs，尤其是情绪CIs进行更多的研究。本研究依靠 Schutz 等人的文章（在：Schutz, Hong, Fr​​ancis (eds) Research on Teacher Identity: Mapping Challenges and Innovations, Springer, 2018 ) 概念框架和 Zembylas 的 (Journal of Research in Science Teaching 39:79–103, 2002) 教师情绪的内在、人际和群体间水平的三维框架。数据来自半结构化访谈、实地观察笔记、刺激回忆访谈和在线叙述。老师的个人情感 CI 主要影响了她当前的功能，以避免为她的学生创造类似的负面体验。人际情感 CI 造成的紧张局势在很大程度上影响了她声称的专业教师身份。群际情感 CI 使她对某些种族群体和教育利益相关者产生负面看法。此外，研究结果表明，虽然教师可以在课堂层面发挥主动作用，但她在机构层面的有限能动性造成了她作为专业教师的身份紧张。该研究描绘了新手如何根据情感 CI 协商和构建他们的专业身份，展示了此类 CI 如何加速新手教师流失，