TY - JOUR
T1 - Provoking novice teacher development
T2 - Cognition-and-emotion in learning-to-teach
AU - Amory, Michael D.
AU - Johnson, Karen E.
N1 - Publisher Copyright:
© 2023 Elsevier Ltd
PY - 2023/10
Y1 - 2023/10
N2 - Recently, increased attention has been drawn to the crucial role of emotions in developing language teacher cognition. Arguing against the secondary role of emotions in cognitive development, a Vygotskian Sociocultural Theoretical perspective views cognition-and-emotion as basic components of human consciousness, the dialectical relationship between them being captured in the concept of perezhivanie. Building on recent expansions of Vygotsky's concept of perezhivanie (Lantolf & Swain, 2019b) and distinguishing between affect, feeling, and emotion, this article explores the complex interplay between cognition-and-emotion and its link to provoking the psychological development of two novice teachers as they progress through their teaching practicum during their MA TESOL Program in North America. Utilizing multiple data sources, including each novice teacher's dialogic reflective teaching journal, professional development plan, and final reflective essay, we qualitatively analyze instances of cognitive/emotional dissonance that emerged and the working over of these instances with the responsive mediation of the practicum supervisor. Our findings reveal how the practices of second language teacher education have the potential to create mediational spaces for novice teachers to work through and make sense of their emotional experiences as well as to foreground affect, feeling, and emotion as a shared social endeavor.
AB - Recently, increased attention has been drawn to the crucial role of emotions in developing language teacher cognition. Arguing against the secondary role of emotions in cognitive development, a Vygotskian Sociocultural Theoretical perspective views cognition-and-emotion as basic components of human consciousness, the dialectical relationship between them being captured in the concept of perezhivanie. Building on recent expansions of Vygotsky's concept of perezhivanie (Lantolf & Swain, 2019b) and distinguishing between affect, feeling, and emotion, this article explores the complex interplay between cognition-and-emotion and its link to provoking the psychological development of two novice teachers as they progress through their teaching practicum during their MA TESOL Program in North America. Utilizing multiple data sources, including each novice teacher's dialogic reflective teaching journal, professional development plan, and final reflective essay, we qualitatively analyze instances of cognitive/emotional dissonance that emerged and the working over of these instances with the responsive mediation of the practicum supervisor. Our findings reveal how the practices of second language teacher education have the potential to create mediational spaces for novice teachers to work through and make sense of their emotional experiences as well as to foreground affect, feeling, and emotion as a shared social endeavor.
UR - http://www.scopus.com/inward/record.url?scp=85166742644&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85166742644&partnerID=8YFLogxK
U2 - 10.1016/j.system.2023.103112
DO - 10.1016/j.system.2023.103112
M3 - Article
AN - SCOPUS:85166742644
SN - 0346-251X
VL - 117
JO - System
JF - System
M1 - 103112
ER -