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This study aims to analyze the extent to which a novice teacher follows (or not) the classroom practices suggested in the teacher’s manual he works with, and to uncover the reasoning behind his practice when not doing so, as a manner to understand what aspects tend to mediate his practice. To do so, three classes of a novice teacher from the English Extracurricular Program of Universidade Federal de Santa Catarina were observed, being followed by interviews in which a more experienced peer teacher inquired into the participant’s reasoning. Also, the participant answered three questionnaires about his perceptions in relation to the use of the textbook and the teacher’s manual. Results show that the teacher’s practice is mediated by concepts and beliefs regarding teaching which tend to be unconscious, thus needing to be externalized and assessed so they can be uncovered, understood, and possibly modified.

Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of his mediation in response to these events; and (iii) to trace how the novice teacher’s perezhivanie shapes her professional development. Nine classroom observations followed by post-observation interviews were conducted. The findings illustrate how the teacher’s refraction of dramatic events and the responsive mediation offered allowed her to (re)visit and (re)shape her professional identity and activity.