Perezhivanie in Action
A Novice Teacher’s Refraction of Mediated Dramatic Events
Keywords:teacher development, dramatic events, cognitive/emotional dissonance, perezhivanie, responsive mediation
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.
Agnoletto, M. A. (2019). Teacher development through collaborative pedagogical reasoning: A sociocultural study. Florianópolis, SC. Master’s Thesis. Federal University of Santa Catarina – UFSC.
Agnoletto, M. A., Dellagnelo, A. C. K., and Moritz, M. E. W. (2020). The role of responsive mediation in the development of a novice English teacher’s understanding of the teaching of listening. Revista de Estudos da Linguagem, 28 (3): 1099–1130. https://doi.org/10.17851/2237-2083.28.3.1099-1130
Benesch, S. (2017). Emotions and English language teaching: Exploring teachers’ emotion labor. New York: Routledge. https://doi.org/10.4324/9781315736181
Bigelow, M. (2019). Perspectives: (Re)considering the role of emotion in language teaching and learning. The Modern Language Journal, 103 (2): 515–540. https://doi.org/10.1111/modl.12569
Biehl, P. G. and Dellagnelo, A. C. K. (2016). ‘Contextualization’ in development: A microgenetic study of an English as a foreign language teacher. Fórum Linguístico, 13 (4): 1559–1615. http://dx.doi.org/10.5007/1984-8412.2016v13n4p1599
Dall’Igna, C. (2018). The professional development of an EFL teacher: A sociocultural approach. Florianópolis, SC. Master’s Thesis. Federal University of Santa Catarina – UFSC.
Golombek, P. and Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39: 102–111. https://doi.org/10.1016/j.tate.2014.01.002
Golombek, P. (2015). Redrawing the boundaries of language teacher cognition: Language teacher educators’ emotion, cognition, and activity. The Modern Language Journal, 99 (3): 470–484. https://doi.org/10.1111/modl.12236
Johnson, K. E. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge. https://doi.org/10.4324/9780203878033
Johnson, K. E. and Dellagnelo, A. C. K. (2013). How ‘sign meaning develops’: Strategic mediation in learning to teach. Language Teaching Research, 17 (4): 409–432. https://doi.org/10.1177/1362168813494126
Johnson, K. E. and Worden, D. (2014). Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 1 (2): 125–150. https://doi.org/10.1558/lst.v1i2.125
Johnson, K. E. and Golombek, P. R. (2016). Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development. New York: Routledge. https://doi.org/10.4324/9781315641447
Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago.
McNeill, D. (2005). Gesture and Thought. Chicago: University of Chicago Press. https://doi.org/10.7208/chicago/9780226514642.001.0001
Mok, N. (2017). On the concept of perezhivanie: A quest for a critical review. In M. Fleer, F. G. Rey, and N. Veresov (eds.) Perezhivanie, Emotions and Subjectivity: Advancing Vygotsky’s Legacy, 19–47. Singapore: Springer Nature Singapore Pte Ltd.
Richards, J. C. (2017). Interchange. Cambridge: Cambridge University Press.
Siegler, R. S. and Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46 (6): 606–620. https://doi.org/10.1037/0003-066X.46.6.606
Veresov, N. (2017). The concept of perezhivanie in cultural-historical theory: content and contexts. In M. Fleer, F. G. Rey, and N. Veresov (eds.) Perezhivanie, Emotions and Subjectivity: Advancing Vygotsky’s Legacy, 47–70. Singapore: Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-10-4534-9_3
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. Cambridge: MIT Press.
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: Problems of General Psychology. Including the Volume Thinking and Speech. R. W. Rieber and A. S. Carton (eds.). New York: Plenum Press.
Vygotsky, L. S. (1994). The problem of the environment. In R. Van der Veer and J. Valsiner (eds.) The Vygotsky Reader, 338–354. Oxford: Blackwell Publishers.
Vygotsky, L. S. (1998). The Collected Works of L. S. Vygotsky: Child Psychology. R. W. Rieber and A. S. Carton (eds.). New York: Plenum Press.
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Cambridge: Harvard University Press.
Zembylas, M. (2005). Teaching with Emotions: A Postmodern Enactment. Greenwich: Information Age Publishing.
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.