Two forms of perezhivanie that work: integrating technology into a Russian university language classroom
This article explores teachers’ perezhivanie when integrating technology as revealed in the narrative data
from a Russian Higher Education TEFL context. Unlike earlier studies in the teacher development field,
where teacher cognition and teacher emotions tended to be separated in the literature focusing on
problem solving, here the focus is on their dialectical relationship and unity in the notion of perezhivanie.
Using the conceptual framework based on Vygotsky’s (1994) and Vasiluyk’s (1991) work, I deductively
analyse audio-recorded data from two in-depth open-ended interviews with ten teachers, and then reveal
two notional forms of perezhivanie: experiencing and reflection. The results suggest that perezhivanie
can be used as a heuristic tool for scaffolding teacher training and development.