Marc Clarà
Biographic Data
| ID | 145880 |
|---|---|
| NAME | Marc Clarà |
| GIVEN NAMES | Marc |
| FAMILY NAME | Clarà |
| SIGNATURE | CLARÀ M |
| AFFILIATIONS | Universitat de Lleida |
| ORCID | 0000-0001-5082-6108 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Looking Into the Prism
The concept of perezhivanie is attracting increasing attention as a key for teachers’ professional development. In most interpretations, perezhivanie involves a sort of psychological “prism” that refracts the influence of the environment on the subject. There is also broad agreement that perezhivanie involves an indivisible unity of personal and situational characteristics. In this regard, a central analytical challenge is to study perezhivanie w…
Be patient, little horse! The role of pretend play-like narratives in the first uses of number in children from 24 to 36 months old, in interaction with their mothers
Few studies investigate how pretend play-like narratives can interact with early mathematical constructs at early ages. To address this issue, we can focus on the role that these narratives play in children’s development of their first uses of numbers and on how adults facilitate this process during board-and-dice games. In our study, we conducted a qualitative analysis of three dyads (child-mother) observed longitudinally from 24 to 36 months ol…
Conceptualizing teacher resilience
In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon’s conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing…
What research is important today in human development, learning and education? JSED Editors’ reflections and research calls ( ¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje…
‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were inv…
Conceptually driven inquiry
This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children’s talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is in fact the expression of an unarticulated theoretical tension between teleology and dialogicity in …
How teachers’ appraisals predict their emotional experience
This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization , personal accomplishment, well-being, and resilience. We found that “they know how”-, “they can”-, and “I do”-type narrative structures were protective for emotional exhaustion and well-being, while “they don't want”-, “they can't”-, “they don't do”-, and “I don't do”-type structures were risk…
The Many Lives of the Word Perezhivanie
The articles collected in this issue highlight the many lives of the word perezhivanie: how it fuels different concepts, how it is central to different approaches, and how it is useful for differen
Vygotsky and Vasilyuk on Perezhivanie
In this article I discuss the difference between Vygotsky’s and Vasilyuk’s uses of the term perezhivanie. Arguably, this difference may have contributed to some of the current ambiguity regarding the notion of perezhivanie in cultural psychology. In short, I propose that Vasilyuk’s perezhivanie can be understood as a special type of activity, whereas Vygotsky’s perezhivanie can be better understood as a special type of meaning. I also propose tha…
Teacher resilience and meaning transformation
Representation and emotion causation
This paper proposes a way of conceptualizing the role of representation in emotion causation from the perspective of Vygotskian cultural psychology. It is argued that emotion is caused by the agency of the object within activity, but this agency is mediated by representations. It is argued that the kind of representation which mainly mediates emotion causation is what Vygotsky called perezhivanie, which, we suggest, is the same as what in the lit…
What Is Reflection? Looking for Clarity in an Ambiguous Notion
The notion of reflection nowadays is considered crucial in the field of teaching and teacher education. However, although the great majority of approaches to reflection are grounded on the same main theoretical sources, the meaning of this notion is unanimously recognized in the field to be ambiguous. This article aims to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey,…
Understanding teacher knowledge from a Cultural Psychology approach
How Triadic Dialogue Allows Transfer of Responsibility in Dyadic Tutoring
It has usually been argued that the pattern of interaction commonly known as triadic dialogue is not adequate for the purposes of learning or, especially, for transfer of responsibility. However, this pattern has been pervasively found in educational data that, at the same time, clearly show transfer of responsibility. The aim of this paper is to explore how transfer of responsibility is enabled through triadic dialogue. We propose that there are…
The Concept of Situation and the Microgenesis of the Conscious Purpose in Cultural Psychology
The importance of the specific environment for understanding the microgenesis of psychological processes is well documented. It can be argued, however, that the theoretical framework of cultural psychology which is usually referred to as cultural-historical activity theory (CHAT) underconceptualizes this aspect, thereby hampering its ability to provide an adequate theoretical explanation of some microgenetic processes. More specifically, it is di…
Ayuda educativa entre iguales en tareas de escritura colaborativa on-line un estudio de las relaciones entre Presencia Docente y Presencia Cognitiva
Este trabajo estudia algunas características de la colaboración entre los participantes en tareas de elaboración de un texto en entornos virtuales de comunicación asíncrona escrita, y su relación con el nivel cognitivo y de uso de los contenidos de aprendizaje. El estudio se centra en el análisis de la Presencia Docente y la Presencia Cognitiva y de sus relaciones mutuas. El análisis de la primera incluye las dimensiones de gestión de la particip…
Teacher resilience and meaning transformation
What Is Reflection? Looking for Clarity in an Ambiguous Notion
The notion of reflection nowadays is considered crucial in the field of teaching and teacher education. However, although the great majority of approaches to reflection are grounded on the same main theoretical sources, the meaning of this notion is unanimously recognized in the field to be ambiguous. This article aims to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey,…
Understanding teacher knowledge from a Cultural Psychology approach
Ayuda educativa entre iguales en tareas de escritura colaborativa on-line un estudio de las relaciones entre Presencia Docente y Presencia Cognitiva
Este trabajo estudia algunas características de la colaboración entre los participantes en tareas de elaboración de un texto en entornos virtuales de comunicación asíncrona escrita, y su relación con el nivel cognitivo y de uso de los contenidos de aprendizaje. El estudio se centra en el análisis de la Presencia Docente y la Presencia Cognitiva y de sus relaciones mutuas. El análisis de la primera incluye las dimensiones de gestión de la particip…
How Triadic Dialogue Allows Transfer of Responsibility in Dyadic Tutoring
It has usually been argued that the pattern of interaction commonly known as triadic dialogue is not adequate for the purposes of learning or, especially, for transfer of responsibility. However, this pattern has been pervasively found in educational data that, at the same time, clearly show transfer of responsibility. The aim of this paper is to explore how transfer of responsibility is enabled through triadic dialogue. We propose that there are…
The Concept of Situation and the Microgenesis of the Conscious Purpose in Cultural Psychology
The importance of the specific environment for understanding the microgenesis of psychological processes is well documented. It can be argued, however, that the theoretical framework of cultural psychology which is usually referred to as cultural-historical activity theory (CHAT) underconceptualizes this aspect, thereby hampering its ability to provide an adequate theoretical explanation of some microgenetic processes. More specifically, it is di…
Understanding teacher knowledge from a Cultural Psychology approach
Representation and emotion causation
This paper proposes a way of conceptualizing the role of representation in emotion causation from the perspective of Vygotskian cultural psychology. It is argued that emotion is caused by the agency of the object within activity, but this agency is mediated by representations. It is argued that the kind of representation which mainly mediates emotion causation is what Vygotsky called perezhivanie, which, we suggest, is the same as what in the lit…
What Is Reflection? Looking for Clarity in an Ambiguous Notion
The notion of reflection nowadays is considered crucial in the field of teaching and teacher education. However, although the great majority of approaches to reflection are grounded on the same main theoretical sources, the meaning of this notion is unanimously recognized in the field to be ambiguous. This article aims to look for clarity about what reflection is, what it is not, and how it works, by closely revisiting the seminal works of Dewey,…
The Many Lives of the Word Perezhivanie
The articles collected in this issue highlight the many lives of the word perezhivanie: how it fuels different concepts, how it is central to different approaches, and how it is useful for differen
Vygotsky and Vasilyuk on Perezhivanie
In this article I discuss the difference between Vygotsky’s and Vasilyuk’s uses of the term perezhivanie. Arguably, this difference may have contributed to some of the current ambiguity regarding the notion of perezhivanie in cultural psychology. In short, I propose that Vasilyuk’s perezhivanie can be understood as a special type of activity, whereas Vygotsky’s perezhivanie can be better understood as a special type of meaning. I also propose tha…
Teacher resilience and meaning transformation
Conceptualizing teacher resilience
In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon’s conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing…
What research is important today in human development, learning and education? JSED Editors’ reflections and research calls ( ¿Qué investigación es importante hoy día en desarrollo humano, aprendizaje…
‘In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify’. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal’s three thematic areas (human development, learning and education), who were inv…
Conceptually driven inquiry
This paper addresses a problem that greatly complicates the implementation of dialogic educational approaches in schools: the dilemma between driving children’s talk towards normatively accepted conceptions and, at the same time, avoiding the introduction of these normative conceptions into the dialogue by the teacher. I argue that this dilemma is in fact the expression of an unarticulated theoretical tension between teleology and dialogicity in …
How teachers’ appraisals predict their emotional experience
This paper studies the narratives of 73 teachers and analyzes how different narrative structures predict teachers' emotional exhaustion, depersonalization , personal accomplishment, well-being, and resilience. We found that “they know how”-, “they can”-, and “I do”-type narrative structures were protective for emotional exhaustion and well-being, while “they don't want”-, “they can't”-, “they don't do”-, and “I don't do”-type structures were risk…
Be patient, little horse! The role of pretend play-like narratives in the first uses of number in children from 24 to 36 months old, in interaction with their mothers
Few studies investigate how pretend play-like narratives can interact with early mathematical constructs at early ages. To address this issue, we can focus on the role that these narratives play in children’s development of their first uses of numbers and on how adults facilitate this process during board-and-dice games. In our study, we conducted a qualitative analysis of three dyads (child-mother) observed longitudinally from 24 to 36 months ol…
Looking Into the Prism
The concept of perezhivanie is attracting increasing attention as a key for teachers’ professional development. In most interpretations, perezhivanie involves a sort of psychological “prism” that refracts the influence of the environment on the subject. There is also broad agreement that perezhivanie involves an indivisible unity of personal and situational characteristics. In this regard, a central analytical challenge is to study perezhivanie w…
Epistemology (8 works) · Psychology (8 works) · Social Psychology (7 works) · Sociology (6 works) · Computer Science (5 works) · Philosophy (5 works) · Social Representations and Identity (5 works) · Developmental psychology (3 works) · Educational and Psychological Assessments (3 works) · Engineering (3 works)