Teaching practicum is one of the most important phases that a teacher goes through. And in teaching practice for pre-service teacher many things are experienced including the emotions and identity of a pre-service teacher. Aim of this research is to know how pre-service teacher cope their negative emotions and development identity in teaching practicum. The central focus of this research is qualitative narrative which the researchers collected narrative data from preservice teacher who had carried out teaching practicum in Cirebon. To collect the data, the writer use interview techniques. To analysis the data, the writer using narrative analysis. The result or findings indicate that the participants stated that good relationship with the mentor and student can makes influence self-perception as a teacher. In conclusion, through the data analysis, this research found that good relationship with mentor and student influence identity as a pre-service teacher. Pre-service teacher hide negative emotions with thinking positively good interact with mentor and student influence identity of a teacher because they felt well accepted and supported.

Keywords: Pre-service Teacher, Emotions, Identities, Teaching Practicum