“…The role of emotion in educational contexts has been a recent agenda of research, and its impacts on teachers and learners are well acknowledged (e.g., Benesch, 2017, Chen et al., 2022; De Costa, Rawal, & Li, 2018; Holappa et al., 2022; Hopkins & Yonker, 2015; Hopkyns & Gkonou, 2023). It is increasingly argued that emotions feature a key part of teachers’ professional identities (Nazari & Karimpour, 2023a, 2023b; Rodrigues & Mogarro, 2019; Song, 2016; Uitto, et al., 2015) in that teachers’ awareness of their own emotions may significantly contribute to their professional identities (Song, 2016, 2021), since understanding emotions results in fruitful contributions to theory, research, and practice (Zembylas, 2003) and the current study focuses on a less‐trodden dimension of emotions, namely vulnerability.…”