Urged to reflect on the role of emotions in teacher education, in this research, I investigate how three teachers at the beginning of their professional journeys, members of the same reflection group as me, the Emotional Literates, discursively reconstruct and understand the emotions that permeated their initial teacher educations process and permeate their teaching practice. Because we graduated together and, therefore, accompanied each other during this process, I also analyze my personal affects, based on the joint experiences of the reflection group. To do this, I use a diverse theoretical framework, using the theoretical concepts of Contemporary Applied Linguistics in its non-disciplinary perspective (Moita Lopes, 2006; 2013; Miller, 2013), with support from the studies of emotions (Zembylas, 2003; 2015; Le Breton, 2009; Rezende and Coelho, 2010; Palmer, 2012) and the evaluative system, focusing on the attitude subsystem and the affect domain (Martin and White, 2005; Nobrega, 2009; Nobrega, Griffo, Alves, 2022; Vian Jr., 2009). By collaboratively constructing understandings about our affects, I assume an exploratory stance inspired by the reflective-theoretical framework of Exploratory Practice as a guide for the investigation (Miller et al., 2008; Allwright, Hanks, 2009), aligned with the practitioner research paradigm (Allwright; Hanks, 2009). The data analyzed in the research were constructed during exploratory Conversations (Miller, 2001; Maciel, 2021) carried out with participant-collaborators, recorded and transcribed taking into account data transcription conventions based on Conversation Analysis studies (Sacks, Schegloff, Jefferson, 1974), with the incorporation of symbols proposed by Schifrin (1987) and Tannen (1989). The results denote the predominance of the feeling of insecurity in relation to the choice of the degree at the beginning of the course, motivated mainly by common sense opinions expressed about those who choose the teaching career, but also the feeling of satisfaction about being able to reflect on our emotions throughout our initial teacher education process and novice teaching practices. The data also leads to an understanding of the relevance of Exploratory Practice in teacher education, more specifically about how it enabled us to perceive and embrace our emotions, in order to use them as a driving force in our teaching-learning process.