A deeper form of reflection: perezhivanie as a tool for teacher development

Figures & data

Figure 1. The conceptual framework, where the presence of perezhivanie is marked in grey (adapted from Smirnova, 2020, p. 98).

Table 1. The process of perezhivanie (in grey) within my and Labov and Waletsky’s (L&W) frameworks.

My framework	L&W	Function
Problematic classroom situation	Abstract	Introduction, e.g. in the form of a summary of the topic: what is this about?
No clear-cut solution	Orientation	When? Who? Where? What? i.e. information about the setting (e.g. people involved, time, place)
Emotional reaction	Complication	The problem occurred, Then what happened? What happened next?
Meaning making, getting insight	Evaluation	Reflection on how to overcome it. So what? What do the events mean to the narrator?
Restructuring motives	Result	What finally happened? How did it end?
New activity	Coda	There is no corresponding question, it is sometimes indicated by returning the perspective to the present

Smirnova, L. (2020). Two forms of perezhivanie that work: Integrating technology into a Russian university language classroom. The European Journal of Applied Linguistics and TEFL, 9(2), 65–82.

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