Language Teacher Professional Development from Perezhivanie Lens across Teaching Career Stages: A Systematic Literature Review

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 1
  In Roundtable Session: Unforgetting and Reimagining: Teacher Identities Across Languages and Contexts

Abstract

This systematic review explores perezhivanie—a Vygotskian concept of lived emotional-cognitive experience—in language teacher development across career stages. Analyzing 22 qualitative studies, it addresses how perezhivanie supports professional growth, identity formation, and emotional regulation through sociocultural and mentoring influences. Thematic findings highlight how reflective and dialogic practices mediate challenges, foster resilience, and enable epistemic agency. Perezhivanie emerges as a dynamic process that integrates emotion and cognition, allowing teachers to critically reflect, reconstruct identity, and align practices with evolving roles. This review underscores the centrality of emotional-cognitive interplay in shaping teacher agency and development.

Authors

• Triubaida Maya Ardianti, The Ohio State University

• Lutfi Ashar Mauludin, The Ohio State University