Exploring a Chinese kindergarten teacher's perezhivanie when teaching mathematics in an educational experiment
Bibliographic Data
| ID | 21227792 |
|---|---|
| Authors | Wenxuan Zhang (0000-0002-2046-3366, Monash University, corresponding author), Liang Li (0000-0002-1688-1143, Monash University), Leigh Disney (0000-0002-5633-5673, Monash University) |
| Year | 2025 |
| Volume | 54 |
| Pages | 100938 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Learning Culture and Social Interaction (JOURNAL) |
| Journal identifiers | ISSN: 2210-6561 • E-ISSN: 2210-657X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.lcsi.2025.100938 |
| OpenAlex | W4413156042 |
| Language | EN |
| References cited | 51 |
The interplay between teachers' emotions and cognition profoundly influences their pedagogical practices. While the previous literature on kindergarten teachers' professional development emphasises the cognitive aspect of practice, there is a lack of research addressing their emotional experience during the professional development training. This study addresses this gap by exploring a Chinese kindergarten teacher's emotional experiences and professional developmental process during an educational experiment designed for teaching mathematics in a play-based context. Two Chinese kindergarten teachers, who worked with children aged 5 to 6 years, participated in the study. Focusing primarily on the emotional trajectory of one participant, referred to as Teacher Qing, the study applies Vygotsky's cultural-historical concepts of perezhivanie and crisis as its theoretical framework. Findings revealed that Teacher Qing's crisis moments, which arose during the implementation of a new pedagogical approach, served as crucial opportunities for her to address the theoretical problem of bringing play into mathematics concepts learning. The authentic and complex emotional experiences Teacher Qing navigated while teaching mathematics in a play-based context contributed significantly to understanding the pivotal role emotions play in shaping pedagogical practices. The educational experiment successfully addressed Teacher Qing's crisis moments and fostered pedagogical change by supporting her emotionally and cognitively. This study contributes to a deeper understanding of how perezhivanie can drive pedagogical change, offering valuable insights into processes that foster teachers' professional development
Mathematics education · Pedagogy · Educational Research and Pedagogy · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
How Does Professional Development Improve Teaching?
Reflections on Investigating Emotion in Educational Activity Settings
Teacher emotions in the classroom and their implications for students
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes
A cultural-historical study of how a conceptual playworld creates conditions for personally meaningful mathematics in the Chinese kindergarten context
Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice
Discussing the Concept of Crisis in Cultural-historical Activity Research
The Relation Between Environment and Psychological Development
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development
The place of theoretical thinking in professional development
A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence
Perezhivanie as a Theoretical Concept for Researching Young Children’s Development
Vygotsky's Stage Theory
Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
On the road to participatory pedagogy
Empowered educators
The Role of Emotions in Teachers' Professional Development
Balancing play and collective teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |