ABS334 - Perezhivanie and teacher professional identity formation in the paired-placement of student teachers

2.2 Identity and professional learning in new and diverse ecologies
20 minutes
This paper examines the evolution of the professional identities of student teachers (STs) over a 15-week paired-placement in Vietnam. Teacher collaboration in the form of paired-placements has emerged in response to challenges associated with the traditional single placement. The study draws on activity theory, its notion of contradiction, and Vygotsky’s concepts of ZPD and perezhivanie to identify the factors driving the intricate learning process. Vygotsky’s interrelated concepts of perezhivanie and ZPD are used to explore how emotion and human development could be reciprocally related to one another. Drawing on case-studies of four ST pairs, the study revealed how the STs were aware of, interpreted and emotionally related to paired-placement events all influenced their actions in their environment. Findings show that opportunities for learning were initially manifested in conflicts within the teacher pair, for example, negotiation of their multiple identities, as friends, students and teachers in training. Perezhivanie has proved useful to the present study. First, it helps to explain how the individual STs constructed different meanings of the same planning and teaching event, depending on how they each emotionally related to that event.  Perezhivanie provides the prism through which we could explore the relationship between the STs and their social environment of development, and the identities they were negotiating. Second, it identifies both emotional and cognitive dimensions of teacher development: in research into teacher development, the former is often overlooked. Unpacking the relationship between perezhivanie and teacher professional identity formation has implications to inform teacher education programs.
Monash University

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