Perezhivanie-Agency Dialectic: Examining Vietnamese EFL Educators’ Experiences and Negotiation of Dramatic Classroom Events

System, Journal Year: 2024, Volume and Issue: 123, P. 103347 - 103347

Published: May 20, 2024

Tensions and conflicts are common in teachers' everyday professional lives, yet research on how these experiences influence pedagogical decisions teacher agency remains limited. This study employs a broad sociocultural perspective, integrating cultural-historical activity theory (CHAT) Vygotsky's concept of perezhivanie, to examine two Vietnamese English-as-a-Foreign-Language (EFL) educators responded agentively emotionally charged events. Data were collected through semi-structured interviews reflective journals, analyzed using qualitative content analysis. The findings the illustrate that mismatches between educators' expectations students' behaviours not only underpin negative emotions cognitive responses but also catalyze cycle reflection, which subsequently leads modifications teaching practices strengthens agency. underscores complex interplay dramatic events their agency, highlighting importance equipping with necessary knowledge skills constructively manage difficult enhance problem-solving capabilities. exemplifies critical integration development Integrative Cultural-Historical Activity Theory (iCHAT), synergistically combines elements CHAT providing robust framework investigate range phenomena beyond diverse educational cultural contexts.

Language: Английский

---

Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms

PROFILE Issues in Teachers Professional Development, Journal Year: 2025, Volume and Issue: 27(1), P. 151 - 167

Published: Jan. 13, 2025

This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores mechanisms behind individual differences in their through an integrative cultural-historical activity theory perspective. Data were collected semi-structured interviews, classroom observations, post-observation interviews with three at public university Vietnam. The findings highlight diverse functions translanguaging, including checking comprehension, emphasizing content, reducing English-speaking anxiety. Rooted Vygotsky’s Zone Proximal Development (ZPD), this research introduces Language Scaffolding to strategic approach using L1 L2 for language learning within students’ ZPD. provides new insights into nuanced implementation EFL contexts offers significant implications teacher development educational practices.

Language: Английский

---

Understanding Pre-Service Teachers’ Identity Formation During Practicum: A Survey Study in Ghana

Africa Education Review, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 17

Published: Jan. 30, 2025

Language: Английский

---

From Learner to Provider: Navigating Role Tensions in Postgraduate Medical Training Through Activity Theory

Perspectives on Medical Education, Journal Year: 2025, Volume and Issue: 14(1)

Published: Feb. 14, 2025

Introduction: The transition from medical school to residency, especially during the postgraduate year (PGY) internship, poses unique challenges as graduates navigate clinical practice complexities. Understanding PGYs’ experiences is crucial for developing effective support strategies promote their professional growth and well-being. Methods: This qualitative, longitudinal study followed ten PGYs August 2021 July 2023, using biannual audio diary based on open-ended questions capture experiences. Data analysis, guided by Activity Theory, focused role conflicts contradictions transitioned learners practicing physicians. Results: analysis revealed prevalent contradictions, primarily due tension between roles learner healthcare provider. Differences in objectives doctors further exacerbated these conflicts, leading clashes priorities care approaches. Consequently, experienced reality shock, lack of confidence, feelings incompetence, compounded heavy workloads exhaustion. These findings underscored need resources help succeed roles. Discussions: Using Theory analyze inherent within PGY experience, this offers insights enhancing preparedness, fostering both development Drawing recommendations supported existing literature, which are stratified tools, rules, division labor, we propose targeted address specific facets role, thereby improving overall training environment. research highlights tailored interventions through challenging into practice.

Language: Английский

---

Difficulties revealed in the teaching-learning process of scrum

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101357 - 101357

Published: Jan. 1, 2025

Language: Английский

---

The Entangled Learner: Critical Agency for the Postdigital Era

Postdigital Science and Education, Journal Year: 2025, Volume and Issue: unknown

Published: March 15, 2025

Language: Английский

---

Gamified eHealth interventions for health promotion and disease prevention in children and adolescents: a scoping review

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: March 20, 2025

Language: Английский

---

Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective

Learning and Motivation, Journal Year: 2025, Volume and Issue: 90, P. 102126 - 102126

Published: March 31, 2025

Language: Английский

---

Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students

Language Learning Journal, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 16

Published: May 17, 2024

This research explored the identities and agency of Asian international TESOL doctoral students at a large Australian university, employing sociocultural perspective collaborative autoethnography with qualitative content analysis. The study revealed that these navigated complex, co-evolving – including learner, early-career researcher, academic shaped by their prior professional experiences. It highlighted significant identity tensions influenced temporal dimensions experiences, where past current identities, as well imagined future selves, informed decisions coping strategies. interplay was conceptualised through Vygotsky's concept perezhivanie, reflecting how personal situational factors coalesced to impact trajectories. A conceptual model, findings, illustrated were mediated experiences situationally catalysed tensions. formative episodes in learning experience, offering insights into challenges developmental trajectories students. further substantiates value for understanding supporting growth this cohort.

Language: Английский

---

A qualitative exploration of feedback experience among final-year physiotherapy students using activity theory

BMC Medical Education, Journal Year: 2025, Volume and Issue: 25(1)

Published: Jan. 20, 2025

Abstract Background Feedback is an important part of learning, however, it often does not have the desired effect. Much work has been done exploring students’ engagement with feedback and factors which may impact engagement. Mutual understanding practice on student educator essential. Methods This study explored perceptions final-year physiotherapy students at Stellenbosch University (South Africa). Twelve semi-structured interviews were conducted to generate data. Cultural-historical activity theory was used as analytic lens in data analysis. Results Students understood be a continuous, bidirectional conversation they actively involved. recognised their agency practice. Despite understanding, undermined by such environment, context most notably perceived positioning relationships between educators. Educators who credible created safe psychosocial space had positive influence perception feedback. Conclusions Students’ product complex dynamic interplay factors. While recognise agency, this hindered design curriculum. As educators, one must consider how we contribute enable activate use

Language: Английский

---