<p><strong>Methods</strong></p><p><strong> </strong></p><p>This study will identify two processes of novice teachers’ emotion formulations and alteration strategies. Specifically, I will address two questions: (1) How young teachers’ emotions come to be formulated (2) How a young teacher changes certain emotional states?</p><p>I will use young teachers’ emotional ecology as conceptual framework. “Emotional ecology” originally comes from Bronfenbrenner’s bioecological system theory, which explains development occurs through the interrelations among different levels of contexts. This emotional model provides a useful basis for understanding how multiple aspects of emotional ecology interact and influence a teacher knowledge development (Frost, Dutton, Worline, & Wilson, 2000) and Zemblyas is added explanation. According to Zembylas (2005), emotional ecology is a teacher’s emotional knowledge about teaching and learning is an inextricable part of the ecosystem of teacher knowledge. I agree with the interaction and mutual effect between multiple aspects of emotional ecology. However, I will reform the frame as a young teacher emotional ecology to highlight young teachers’ emotions. I’ll focus more on the relationship between emotion and teaching is complex (Hargreaves, 1998; Zembylas, 2005). Such complicated relationship is core part of development of teaching and learning.</p><p>“Teacher knowledge is in the lived lives of teachers, in the values, beliefs, and deep convictions enacted in practice, in the social context that encloses such practice, and in the social relationships that enliven the teaching and learning encounter”  (Britzman, 1991, p. 50).  Emotional knowledge is important component of teacher knowledge even though usual categories of teacher knowledge (e.g. Shulman) do not include emotional knowledge (Zembylas, 2005). </p><p>Through based on Britzman’s definition, in this study I define teachers’ emotional knowledge as knowledge how an agent feels-teachers and others around the teachers-in the lived teachers’ lives, in the values, beliefs, and deep convictions enacted in practice, in the social context that encloses such practice, and in the social relationships that enliven the teaching and learning encounter.</p><p>As my basis of data collection and analysis, I will choose a qualitative, ethnographic methodology (Miles & Huberman, 1994; Denzin, 1997) to grasp the emotional formulation process and change. This in-depth ethnographic investigation is useful by creating spaces for multiple aspects of teacher’s emotional experiences (Zembylas, 2007). In other word, this methodology provides takes a close look at the socio-political context that confounds the interpretations of emotions and the enactment of bodies in the classroom (Zembylas, 2007).</p><p>            Data source in this study will be field observation, in-depth interviews and collection documents from teachers and their environment. The data will consisted of field notes, interview transcripts, emotion dairy from participants feeling during the day, and various documents such emails from parents, teacher’s plan memo, and children’s worksheets or drawings.</p><p>            My young teacher participant, Brenda- pseudonym, has one year and half teaching experience in urban private kindergarten. She teachs five year olds children. My colleagues introduced she as an enthusiastic but physically tired new teacher. She enjoys talking with others. Our first semi-structured interview will be June, 16 2015 in her kindergarten. I will consent of this study from her at our first in person meeting. After consent, I will spend over about one semester in her classroom. I will observe her teaching and open-ended interviews with her.  I will try to find the discovery of patterns in her actions and emotional expressions. </p>