Exploring Chilean EFL Student Teachers’ Development of Teacher Identity Through Perezhivanie

Investigating Chinese University EFL Teachers' Professional Identity and Socio-Demographic Factors

“…TPI is dynamic, relation-embedded, and context-dependent (Barahona & Toledo-Sandoval, 2022;Beijaard et al, 2004;Buchanan, 2015;Chen & Mensah, 2018;Day & Kington, 2008;Haghighi Irani et al, 2020;Huang & Wang, 2021). Researchers have delved into differences in TPI levels based on specific socio-demographic factors, such as gender and teaching experience.…”

Provoking novice teacher development: Cognition-and-emotion in learning-to-teach

“…From a VSCT perspective, the developmental trajectory of teacher cognition is understood as emerging in and through the specific activity of their social worlds, and this understanding changes how we think about language teacher professional development (Barahona, 2014;Barahona & Toledo-Sandoval, 2022;Johnson, 2009;Johnson & Golombek, 2016;Ngo, 2018, van Huizen, van Oers, & Wubbels, 2005. Numerous studies in Second Language Teacher Education (SLTE) research support Vygotsky's (1987) notion that dramatic collisions (Veresov, 2017) or cognitive/emotional dissonance can act as a catalyst, or "growth points" that can, with the right mediation, support teacher professional development (Childs, 2011;DiPardo & Potter, 2003;Golombek & Doran, 2014;Golombek & Johnson, 2004;Johnson & Worden, 2014;Kubanyiova, 2012).…”

Le concept de perezhivanie pour étudier la complexité des interactions entre l'enfant et l'environnement socioculturel

“…Pour dégager le sens profond de l'expérience vécue, les méthodologies qualitatives telles que les études de cas (p.ex., Barahona et Toledo-Sandoval, 2022;Chen, 2015), les études narratives (p.ex., Babaeff, 2016), ainsi que les ethnographies (p.ex., Brennan, 2016;Rodriguez Leon, 2023) vont de pair avec cet objet d'étude. Quant aux méthodes, la majorité des études portant sur la perezhivanie triangule leurs données à l'aide de diverses sources afin d'explorer les nombreuses facettes de l'expérience humaine (Babeff, 2016), notamment à partir de la captation vidéo (p.ex., Adams, 2016;Hao et Hu, 2023), de notes de terrain (p.ex., Adams, 2016;Dang, 2013;Rodriguez Leon, 2023), d'entretiens individuels (p.ex., Barahona et Toledo-Sandoval, 2022Brennan, 2016;Rodriguez Leon, 2023), d'entretiens d'explicitation (p.ex., Adams et March 2015, de journaux de bord (p.ex., Babaeff, 2016;Brennan, 2016;Golombek, 2015) et d'artefacts, tels que des messages écrits, des réflexions et des créations d'images et de nuages de mots (p.ex., Dang, 2013;Barahona et Toledo-Sandoval, 2022;Poole et Huang, 2018).…”