Perezhivanie in Action

A Novice Teacher’s Refraction of Mediated Dramatic Events

Authors

  • Matheus André Agnoletto Universidade Federal de Santa Catarina (UFSC)
  • Adriana de Carvalho Kuerten Dellagnelo Universidade Federal de Santa Catarina (UFSC) https://orcid.org/0000-0002-2146-1004
  • Karen E. Johnson The Pennsylvania State University

DOI:

https://doi.org/10.1558/lst.18163

Keywords:

teacher development, dramatic events, cognitive/emotional dissonance, perezhivanie, responsive mediation

Abstract

Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of his mediation in response to these events; and (iii) to trace how the novice teacher’s perezhivanie shapes her professional development. Nine classroom observations followed by post-observation interviews were conducted. The findings illustrate how the teacher’s refraction of dramatic events and the responsive mediation offered allowed her to (re)visit and (re)shape her professional identity and activity.

Author Biographies

Matheus André Agnoletto, Universidade Federal de Santa Catarina (UFSC)

Matheus André Agnoletto is a PhD candidate of the English Graduate Program of (Applied) Linguistic Studies at Universidade Federal de Santa Catarina (UFSC) – Brazil. His work focuses on L2 teacher development predominantly grounded in Vygotsky’s Sociocultural Theory.

Adriana de Carvalho Kuerten Dellagnelo, Universidade Federal de Santa Catarina (UFSC)

Adriana de Carvalho Kuerten Dellagnelo is Associate Professor at Universidade Federal de Santa Catarina (UFSC) – Brazil, where she teaches both in the English Graduate Program of (Applied) Linguistic Studies and the English Undergraduate Program. Her main research interest is teacher professional development, particularly teacher learning in foreign language teacher education and sociocultural research.

Karen E. Johnson, The Pennsylvania State University

Karen E. Johnson is Kirby Professor in Language Learning and Applied Linguistics at The Pennsylvania State University. Her research focuses on teacher learning in L2 teacher education, a sociocultural perspective on L2 teacher professional development, and the dynamics of communication in second language classrooms.

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Published

2022-03-23

How to Cite

Agnoletto, M. A. ., de Carvalho Kuerten Dellagnelo, A. ., & Johnson, K. E. . (2022). Perezhivanie in Action: A Novice Teacher’s Refraction of Mediated Dramatic Events. Language and Sociocultural Theory, 8(2), 153–179. https://doi.org/10.1558/lst.18163

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Section

Articles