Teacher professional development (TPD) is increasingly mediated by online platforms, yet emotion analysis in this context remains underdeveloped because teachers’ professional discourse is often reflective, evaluative, and shaped by professional norms. To address this challenge, this study proposes a fine-grained, low-intrusion affective-appraisal analysis framework for TPD-oriented online professional learning that integrates textual evidence with platform interaction logs. The framework retains pleasure, arousal, and dominance from the pleasure–arousal–dominance (PAD) model and introduces utility as an appraisal-related dimension, capturing teachers’ perceived usefulness, value judgment, and professional learning gain. Methodologically, it combines textual representations based on Bidirectional Encoder Representations from Transformers (BERT), intra-week long short-term memory (LSTM) aggregation, interpretable behavioral-log features, and feature-level fusion. Data were collected from an authentic TPD-oriented online course involving 107 pre-service teachers, yielding 1276 teacher-week samples from 4300 texts and 264,028 interaction records. Results show that intra-week sequential modeling improves the macro-averaged F1 score (Macro-F1) over both the term frequency–inverse document frequency plus support vector machine (TF-IDF+SVM) baseline and BERT-based weekly text concatenation, with statistically significant gains over the non-sequential BERT-concat model across all four dimensions. Adding interaction logs improves accuracy across all dimensions and provides complementary process-based evidence, especially for arousal and utility. By linking a four-dimensional affective-appraisal framework with text-log fusion, this study offers a scalable and context-sensitive approach to affective-appraisal analytics in pre-service teacher professional learning.