The purpose of this study is to outline the differences and similarities in the emotional geography of international and national teaching internships, specifically focusing on preservice teachers during their probationary teaching experiences in Semarang and Malaysia. Utilizing a qualitative methodology, the study involved two EFL student teachers who completed both national and international internships through purposive sampling. Data were collected using semi-structured interviews and thematically analyzed through a systematic process that included identifying data, creating initial codes, and evaluating themes. The findings reveal that the emotional experiences of these preservice teachers can be positive, negative, or mixed, significantly impacting their teaching performance, classroom interactions, and overall internship experience. Factors such as support from colleagues, student interactions, school environment, and management expectations play crucial roles in shaping these emotional experiences. The study highlights the importance of emotional support in professional development, as both national and international preservice teachers face distinct challenges influenced by their cultural contexts and education systems. Ultimately, this research contributes to a deeper understanding of the emotional dynamics that affect teachers' ability to adapt to challenges, develop professional skills, and navigate cross-cultural teaching environments, emphasizing the need for targeted emotional support during internships.
Keywords : emotional geography; EFL pre-service teacher; teaching practicum