Two forms of perezhivanie that work: integrating technology into a Russian university language classroom

The European Journal of Applied Linguistics and TEFL. 2020. Vol. 9. No. 2. P. 65–82.

Smirnova L.

 

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.

EJALTEFL (European Journal of Applied Linguistics and TEFL) http://theeuropeanjournal.eu/

Keywords: reflection, narrative analysis, цифровая трансформация образования, переживание в деятельности, обучение учителей, teacher training and development, Cultural Historical Activity Theory, digital transformation in education, perezhivanie