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

References

• Barkhuizen, G. (2019). Qualitative research topics in language teacher education. Routledge.
   Google Scholar
• Blunden, A. (2016). Translating perezhivanie into English. Mind, Culture, and Activity, 23(4), 274–283. https://doi.org/10.1080/10749039.2016.1186193
   Web of Science ®Google Scholar
• Boud, D. R. K., & Walker, D. (Eds.). (2013). Reflection: Turning Experience into Learning. Kogan Page.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. https://doi.org/10.1086/448619
   Web of Science ®Google Scholar
• Bunting, B., & Williams, D. (2017). Stories of transformation: Using personal narrative to explore transformative experience among undergraduate peer mentors. Mentoring & Tutoring: Partnership in Learning, 25(2), 166–184. https://doi.org/10.1080/13611267.2017.1327691
   Web of Science ®Google Scholar
• Burns, A., Edwards, E., & Ellis, N. J. (2022). Sustaining Action Research: A practical guide for institutional engagement. Routledge.
   Google Scholar
• Cohen, L., & Manion, L. C. (2018). Research methods in education. Routledge.
   Google Scholar
• Cortazzi, M. (1991). Primary teaching – how it is: A narrative account. David Foulton.
   Google Scholar
• Edge, J. (2011). The reflexive teacher educator in TESOL. Roots and wings. Routledge.
   Google Scholar
• Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24. https://doi.org/10.1016/j.edurev.2009.12.002
   Web of Science ®Google Scholar
• Farrell, T. S. C. (2018). Reflective language teaching: Practical applications for TESOL teachers. Bloomsbury Publishing.
   Google Scholar
• Farrell, T. S. C. (2022). Reflection on Reflective Practice. In Z. Tajeddin & A. Watanabe (Eds.), Teacher Reflection (pp. 3–19). Multilingual Matters. https://doi.org/10.21832/9781788921022-005
   Google Scholar
• Feryok, A. (2019). Context in Sociocultural Theory. In G. Barkhuizen (Ed.), Qualitative research topics in language teacher education (pp. 92–97). Routledge.
   Google Scholar
• Feryok, A. (2020). Perezhivanie and experiencing in language teacher development. The European Journal of Applied Linguistics and TEFL, 9(2), 25–43.
   Google Scholar
• Freeman, D. (1982). Observing teachers: Three approaches to In-service training and development. TESOL Quarterly, 16(1), 21–28. https://doi.org/10.2307/3586560
   Web of Science ®Google Scholar
• Goodson, I. F., & Sikes, P. (2001). Life history research in educational settings: Learning from lives. Open University Press.
   Google Scholar
• Gordon, S. P., & Brobeck, S. R. (2010). Coaching the mentor: facilitating reflection and change. Mentoring & Tutoring: Partnership in Learning, 18(4), 427–447. https://doi.org/10.1080/13611267.2010.511851
   Google Scholar
• Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216. https://doi.org/10.1016/j.tate.2008.09.001
   Web of Science ®Google Scholar
• Hollway, W., & Jefferson, T. (2012). Doing qualitative research differently. SAGE Publications Ltd.
   Google Scholar
• Holodynski, M. (2013). The internalization theory of emotions: A cultural historical approach to the development of emotions. Mind, Culture, and Activity, 20(1), 4–38. https://doi.org/10.1080/10749039.2012.745571
   Web of Science ®Google Scholar
• Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40, 235–257.
   Web of Science ®Google Scholar
• Johnson, K. E., & Golombek, P. R. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press.
   Google Scholar
• Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: a sociocultural perspective on cultivating teachers’ professional development. Routledge.
   Google Scholar
• Johnson, K. E., & Worden, D. (2014). Cognitive/emotional dissonance as growth points in learning to teach. Language and Sociocultural Theory, 1(2), 125–150. https://doi.org/10.1558/lst.v1i2.125
   Google Scholar
• Labov, W., & Waletzky, J. (1967). Narrative analysis: oral versions of personal experience. Journal of Narrative and Life History, 7(1), 3–38. https://doi.org/10.1075/jnlh.7.02nar
   Google Scholar
• Lantolf, J. P., Swain, M. (2019). Perezhivanie: The cognitive–emotional dialectic within the social situation of development. In A. H. Al-Hoorie, & P. D. MacIntyre (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 80–105). Multilingual Matters.
   Google Scholar
• Lapeña‐Pérez, C., Sauleda Pares, N., & Martínez Ruiz, A. (2011). The involvement of the university community in tutorial action: A case study. Mentoring & Tutoring: Partnership in Learning, 19(2), 219–238. https://doi.org/10.1080/13611267.2011.564355
   Google Scholar
• Leontiev, A. N. (1978). Activity, consciousness, and personality. Prentice-Hall.
   Google Scholar
• Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). A new model for classification of approaches to reading, analysis, and interpretation. In A. Lieblich, R. Tuval-Mashiach & T. Zilber (Eds.), Narrative research: Reading, analysis and interpretation (pp. 1–20). Sage.
   Google Scholar
• Long, J. S., McKenzie-Robblee, S., Schaefer, L., Steeves, P., Wnuk, S., Pinnegar, E., & Clandinin, D. J. (2012). Literature review on induction and mentoring related to early career teacher attrition and retention. Mentoring & Tutoring: Partnership in Learning, 20(1), 7–26. https://doi.org/10.1080/13611267.2012.645599
   Google Scholar
• Mahn, H. (2018). Essential aspects of Vygotsky’s theoretical framework and methodological approach revealed in his analysis of unit (ie) s. In J. P. Lantolf, M. E. Poehner & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 56–74). Routledge.
   Google Scholar
• Malderez, A. (2024). Mentoring teachers : Supporting learning, wellbeing and retention. Routledge.
   Google Scholar
• Mann, S. (2006). The language teacher’s development. Language Teaching, 38(3), 103–118. https://doi.org/10.1017/S0261444805002867
   Google Scholar
• Maynard, T. (2010). Learning to teach or learning to manage mentors? Experiences of school-based teacher training. Mentoring & Tutoring: Partnerships in Learning, 8, 17–30. https://doi.org/10.1080/713685510
   Google Scholar
• McNeill, D., & Duncan, S. (2000). Growth points in thinking for speaking. In D. McNeill (Ed.), Language and gesture (pp. 141–161). Cambridge University Press.
   Google Scholar
• Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388. https://doi.org/10.1007/s10734-004-6779-5
   Web of Science ®Google Scholar
• Ochs, E., & Capps, L. (1996). Narrating the self. Annual Review of Anthropology, 25(1), 19–43. https://doi.org/10.1146/annurev.anthro.25.1.19
   Web of Science ®Google Scholar
• Patton, M. Q. (2023). Qualitative research and evaluation methods: Integrating theory and practice. Sage Publications.
   Google Scholar
• Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. State University of New York Press.
   Google Scholar
• Ratner, C. (2000). A cultural-psychological analysis of emotions. Culture & Psychology, 6(1), 5–39. https://doi.org/10.1177/1354067X0061001
   Web of Science ®Google Scholar
• Rogers, C. (1961). On becoming a person: A therapist’s view of psychotherapy. Boston: Houghton Mifflin Company.
   Google Scholar
• Schön, D. (2016). The reflective practitioner: How professionals think in action. Ashgate Publishing.
   Google Scholar
• Smirnova, L. (2019). Integrating technology into the University Language Classroom: A study of complexities and Perezhivanie in teachers’ experience [ Unpublished doctoral dissertation]. The University of Manchester.
   Google Scholar
• 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.
   Google Scholar
• Smirnova, L. (2021). Exploring perezhivanie: A new tool for teacher development in digital transformation in education. Peter Lang.
   Google Scholar
• Smirnova, L. (2023). Teachers’ motives, agency and Vygotsky’s notion of perezhivanie. The European Journal of Applied Linguistics and TEFL, 12(1), 173–189. https://doi.org/10.1515/eujal-2024-0001
   Google Scholar
• Smith, M. K., & Lewis, M. (2022). Is it cultural or personal?: Exploring interwoven factors influencing mentoring conversations. In M. Wyatt & K. Dikilitaş (Eds.), International perspectives on mentoring in English language education (pp. 157–175). Springer International Publishing. https://doi.org/10.1007/978-3-030-99261-3_10
   Google Scholar
• Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. https://doi.org/10.1017/S0261444811000486
   Web of Science ®Google Scholar
• Tajeddin, Z. (2022). 2 language teacher reflection: A systematic review of two decades of research. In Z. Tajeddin & A. Watanabe (Eds.), Teacher Reflection (pp. 20–40). Multilingual Matters. https://doi.org/10.21832/9781788921022-006
   Google Scholar
• Varshava, B. E., & Vygotsky, L. S. (1931). Psychological dictionary/ Psihologicheskii slovar. Gosudarstvennoye Uchebno-pedagogicheskoye Izdatelstvo. [Варшава, Б. Е., & Выготский, Л. С. (1931). Психологический словарь. Москва: Государственное учебно-педагогическое издательство].
   Google Scholar
• Vasilyuk, F. (1991). The psychology of experiencing. Harvester Wheatsheaf.
   Google Scholar
• Veresov, N. (2017). The concept of perezhivanie in cultural- historical theory: Content and contexts. In M. Fleer, F. G. Rey & N. Veresov (Eds.), Perezhivanie, emotions and subjectivity (pp. 47–70). Springer.
   Google Scholar
• Vygotsky, L. S. (1987). Lectures on psychology. In R. Rieber & A. Carton (Eds.), The collected works of L. S. Vygotsky. Vol. 1: Problems of general psychology (pp. 39–285, 338–354). Plenum Press.
   Google Scholar
• Vygotsky, L. S. (1994). The problem of the environment. In R. Van der Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell.
   Google Scholar
• Webb, K., Mann, S., & Shafie, K. A. (2022). 15 using computer-mediated cooperative development in a virtual reflective environment among english language teachers. In Z. Tajeddin & A. Watanabe (Eds.), Teacher Reflection (pp. 224–237). Multilingual Matters. https://doi.org/10.21832/9781788921022-019
   Google Scholar
• Wells, K. (2011). Narrative Inquiry. Oxford University Press.
   Google Scholar
• Wierzbicka, A. (2009). Emotions across languages and cultures: Diversity and universals. Cambridge University Press.
   Google Scholar
• Wyatt, M., & Dikilitaş, K. (2022). Mentoring in english language education: Using current transnational practices to inform the future. In M. Wyatt & K. Dikilitaş (Eds.), International perspectives on mentoring in English language education (pp. 287–294). Springer International Publishing. https://doi.org/10.1007/978-3-030-99261-3_17
   Google Scholar
• Yoon, J., & Kim, J. (2019). A sociocultural theoretical approach to understanding mentor–mentee interactions during a Teaching English as a Second Language practicum at the master’s degree level. Mentoring & Tutoring: Partnership in Learning, 27(1), 88–108. https://doi.org/10.1080/13611267.2019.1583411
   Web of Science ®Google Scholar
• Zavershneva, E., & Van Der Veer, R. (2018). Vygotsky’s Notebooks: A Selection. Springer Verlag.
   Google Scholar
• Zeni, J. (2001). Ethical issues in practitioner research. Teachers College Press.
   Google Scholar
• Выготский, Л. С. [Vygotsky, L. S.]. (1931) Педология подростка [Pedology of the adolescent], Собр. соч, 3 The Collected Works of L. S. Vygotsky: Volume 3]. Учебно-Педагогическое Издательство [Moskva: Izdatelstvo Ychgiz].
   Google Scholar
• Выготский, Л. С. [Vygotsky, L. S.]. (1984). Кризис семи лет. [The Crisis at Age Seven]. Детская психология. Child psychology]. Собр. соч, 4 (pp.376–385). The Collected Works of L. S. Vygotsky: Volume 4]. Издательство «Педагогика» [Moskva: Izdatelstvo Pedagogika].
   Google Scholar
• Давыдов, В. В. [Davidov, V.V.]. (2003). Новый подход к пониманию структуры и содержания деятельности. Вопросы психологии, [Voprosy Psikhologii], 2(2), 42–49.
   Google Scholar
• Рубинштейн, С. Л. [Rubinstein, S.L.]. (2002). Основы общей психологии [Fundamentals of General Psychology/Osnovi obschei psikhologii]. СПб.: Издательский дом “Питер” [Sankt Peterburg, Izdatelstvo Peter].
   Google Scholar