Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School

Abstract

In this study, we take up L. S. Vygotsky’s challenge to study learning and development in terms of categories, irreducible units that preserve the characteristics of the whole (society). One such category (unit) is experiencing [pereživanie], a process that integrates over the relation of person and environment. Using a case study from Iceland, we theorize the process of “becoming as a teacher-in-a-village school” in terms of experiencing [pereživanie]. The case describes a stage of development in the life of a person who becomes a teacher and then experiences a developmental trajectory very different from his previous life as a fisherman. This is an aspect of teacher education that is hardly (if ever) described in the teacher education literature which tend to be concerned with events after a person has entered a professional program or after a person has begun teaching. We discuss the implications of taking experiencing [pereživanie] as the developmental unit for theory and the practice of teacher education and development.

Rearticulating theory and methodology for perezhivanie and becoming

“…Methodologically, given the central themes of experience and personhood, research has often articulated perezhivanie and related notions of affective intensity (e.g., Leander & Ehret, 2019) through biographical cases (e.g., Jóhannsdóttir & Roth, 2014) or close attention to situated moments (e.g., Hollet & Hein, 2019). In these studies, perezhivanie and affective intensity tend to be identified either as reported (e.g., participant self-reports during interviews or unsolicited accounts observed in talk, text, or other media) or as recognized (e.g., affect taken by the researcher as obviously present in shared videos or transcripts of interaction).…”

Háskólanemar í grunnnámi við Menntavísindasvið HÍ. Fjarnám, lykill að háskólanámi fyrir stúdenta með fjölbreyttan bakgrunn

“…(2015) benda til þess að ef vinnan tengist náminu trufli það síður framvinduna og geti jafnvel haft jákvaeð áhrif, þar sem vinnan getur aukið skilning á gildi námsins, baett stöðu nemans á vinnustaðnum og þannig vegið á móti vinnuálagi. Rannsóknir meðal íslenskra kennaranema sem stunduðu kennslu meðfram námi hafa sýnt hvernig aefing og praktísk reynsla í starfi styður þá í háskólanáminu(Þuríður Jóhannsdóttir, 2012;Þuríður Jóhannsdóttir og Roth, 2014). Sá hluti námsins sem fór fram á vettvangi skólastarfs gaf akademískum hluta námsins merkingu þar sem nemar höfðu taekifaeri til að beita fraeðikenningum við raunverulegar aðstaeður jafnóðum.Hagstofa Íslands hefur greint námsferil háskólastúdenta sem hófu nám árið 2011 með hliðsjón af menntun foreldra(Hagstofa Íslands, e.d.-a).Markmið rannsóknarinnar er eins og fram hefur komið að kanna hvernig ýmsir þaettir í bakgrunni og aðstaeðum háskólanema á Menntavísindasviði HÍ spá fyrir um og skýra val þeirra á fjarnámi sem námsformi.…”