ABSTRACT

Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers’ emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers’ social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency.

摘要

尽管情绪在职前教师创新机构中的作用已广为人知，但人们对情绪与认知机构之间的关系却知之甚少。本研究利用维果茨基的 Perezhivanie 概念和认知机构的社会文化视角，探讨了职前教师的情感体验与其实习期间的认知机构之间的联系。本文的第一个贡献是一个综合的概念框架，用于探索课堂环境中的 Perezhivanie 和认知机构之间的联系。其次，本文借鉴 11 个基于访谈的案例研究的结果，展示了职前教师的社会情境如何塑造他们的视野和认知机构。两位对类似问题有不同看法的职前语言教师的案例说明了他们的情绪和对情况的解释如何影响他们的知识实践。研究结果强调，认知对象的质量以及与其的个人联系在认知机构的形成中发挥了关键作用。