Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School
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...
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ftkbcopenhojs:oai:ojs.tidsskrift.dk:article/19861 2023-05-15T16:50:03+02:00 Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School Jóhannsdóttir, Thurídur Roth, Wollf-Michael 2014-12-31 application/pdf https://tidsskrift.dk/outlines/article/view/19861 eng eng The Outlines Association https://tidsskrift.dk/outlines/article/view/19861/17494 https://tidsskrift.dk/outlines/article/view/19861 Ophavsret (c) 2014 Outlines. Critical Practice Studies Outlines. Critical Practice Studies; Årg. 15 Nr. 3 (2014); 54-78 Outlines. Critical Practice Studies; Vol 15 No 3 (2014); 54-78 1904-0210 1399-5510 experiencing [pereživanie] cultural-historical activity theory teacher education and development personal developmental trajectory unit analysis info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed article 2014 ftkbcopenhojs 2020-07-18T20:56:06Z 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. Article in Journal/Newspaper Iceland Tidsskrift.dk (The Royal Library, Denmark) |
institution |
Open Polar |
collection |
Tidsskrift.dk (The Royal Library, Denmark) |
op_collection_id |
ftkbcopenhojs |
language |
English |
topic |
experiencing [pereživanie] cultural-historical activity theory teacher education and development personal developmental trajectory unit analysis |
spellingShingle |
experiencing [pereživanie] cultural-historical activity theory teacher education and development personal developmental trajectory unit analysis Jóhannsdóttir, Thurídur Roth, Wollf-Michael Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School |
topic_facet |
experiencing [pereživanie] cultural-historical activity theory teacher education and development personal developmental trajectory unit analysis |
description |
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. |
format |
Article in Journal/Newspaper |
author |
Jóhannsdóttir, Thurídur Roth, Wollf-Michael |
author_facet |
Jóhannsdóttir, Thurídur Roth, Wollf-Michael |
author_sort |
Jóhannsdóttir, Thurídur |
title |
Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School |
title_short |
Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School |
title_full |
Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School |
title_fullStr |
Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School |
title_full_unstemmed |
Experiencing (Pereživanie) as Developmental Category: Learning from a Fisherman who is Becoming (as) a Teacher-in-a-Village-School |
title_sort |
experiencing (pereživanie) as developmental category: learning from a fisherman who is becoming (as) a teacher-in-a-village-school |
publisher |
The Outlines Association |
publishDate |
2014 |
url |
https://tidsskrift.dk/outlines/article/view/19861 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Outlines. Critical Practice Studies; Årg. 15 Nr. 3 (2014); 54-78 Outlines. Critical Practice Studies; Vol 15 No 3 (2014); 54-78 1904-0210 1399-5510 |
op_relation |
https://tidsskrift.dk/outlines/article/view/19861/17494 https://tidsskrift.dk/outlines/article/view/19861 |
op_rights |
Ophavsret (c) 2014 Outlines. Critical Practice Studies |
_version_ |
1766040237194084352 |