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Emotions are significant in the process of becoming a teacher, especially during the teaching practicum. While studies have repeatedly shown that pupils impact the emotional experiences of student teachers, little is known about student teacher emotions that are triggered by social interactions with their mentor teacher and their team partner. This is the focus of the present research. It is investigated: (1) which emotions are experienced in social interaction situations in the practicum, (2) which factors trigger these emotions, and (3) based on self-determination theory, how the evoked emotions are linked to the fulfilment of basic psychological needs. In order to explore these research questions, semi-structured qualitative interviews with 27 Swiss student teachers were conducted. Thematic qualitative text analysis shows that in different interaction situations, such as successful teaching-related cooperation, support, positive feedback, and goodwill of the mentor teacher, positive emotions are triggered, which are strongly connected to need fulfilment. On the contrary, situations of failed communication, negative feedback, and lack of support are related to need threat and evoke negative emotions. This study shows the importance of emotions in interaction situations during practica and the need to focus more strongly on emotional dimensions of becoming a teacher in teacher education.

The quality of the relationship between the mentor teacher and the student teacher is crucial for successful training. To date, however, little is known about how these relationships develop over time. The present study investigates this relationship formation based on the concept of relational turning point events. It presents findings of an interview study with 27 Swiss student teachers who had just completed a four-week practicum for teaching in kindergarten and primary education. They reflected on the relational turning point events that they had experienced with their mentor teacher. The results show that both positive and negative relational turning points were experienced. Appreciation and highquality mentoring behaviour (e.g. high-quality feedback) contributed to a positive change in the relationship over time, while the reverse effect was found for a lack of appreciation and low-quality mentoring behaviour. Furthermore, the most positive relationships were experienced when 'closeness', an indicator of the interpersonal dimension of the relationship, was felt. These findings indicate that mentor teachers need strong professional and interpersonal skills in order to develop high-quality relationships with student teachers during the practicum.

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