Perezhivanie in Action: A Novice Teacher’s Refraction of Mediated Dramatic Events

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.

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Work Title Perezhivanie in Action: A Novice Teacher’s Refraction of Mediated Dramatic Events
Access
Open Access
Creators
  1. Matheus André Agnoletto
  2. Adriana de Carvalho Kuerten Dellagnelo
  3. Karen E. Johnson
Keyword
  1. Teacher development
  2. Dramatic events
  3. Cognitive/emotional dissonance
  4. Perezhivanie
  5. Responsive mediation
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Language and Sociocultural Theory
Publication Date March 23, 2022
Publisher Identifier (DOI)
  1. https://doi.org/10.1558/lst.18163
Deposited July 19, 2022

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Version 1
published

  • Created
  • Added Agnoletto__Dellagnelo__Johnson__2021.pdf
  • Added Creator Matheus André Agnoletto
  • Added Creator Adriana de Carvalho Kuerten Dellagnelo
  • Added Creator Karen E. Johnson
  • Published
  • Updated Work Title, Keyword, Subtitle, and 2 more Show Changes
    Work Title
    • Perezhivanie in Action
    • Perezhivanie in Action: A Novice Teacher’s Refraction of Mediated Dramatic Events
    Keyword
    • Teacher development, Dramatic events, Cognitive/emotional dissonance, Perezhivanie, Responsive mediation
    Subtitle
    • A Novice Teacher’s Refraction of Mediated Dramatic Events
    Description
    • <p>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.</p>
    • <p>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.</p>
    Publication Date
    • 2021-01-01
    • 2022-03-23