A critical phase in professional identity formation is the ‘trainee dilemma’. This dilemma marks the transition from formally qualified to a capable professional. During this period, individuals are qualified but not yet capable. Using concepts from Cultural-Historical Theory, we consider how the development of professional competence extends beyond formal education to include development of a new professional identity shaped by workplace experiences and interactions with senior colleagues. Formal educational achievements do not fully equip trainees for the practical demands of professional life. The workplace introduces new stimuli that require the integration of scientific and everyday concepts through experiential learning and social interaction. This analysis was developed drawing on the literature, interviews with professional educators, and our own research data. The concept of perezhivanie is central and used to show how transformative experiences are integrated into the trainee’s personality, reshaping their professional identity through impactful events and interactions. Measured support systems, such as mentorship and authentic tasks involving risk, are essential for fostering the trainee’s growth while providing safety nets to mitigate failures. Becoming a competent, confident, and committed professional is a transformative journey that not only enhances practical skills but also aligns the trainee’s professional and personal identities.
The cultural-historical theory of perezhivanie emerges from the psychology of art and the theory of education. Premised on the social nature of human consciousness, Vygotsky studies aesthetic and moral perezhivaniya . He concludes that perezhivanie is an emotion that is shared with others. In infants, consciousness arises from the perezhivanie of joint activities with the mother. Around 1930, Vygotsky’s theory shifted towards affects. In perezhivanie , affect acquires sense meaning ( smysl ), thus forming an alliance with intellect. The later Vygotsky finds the ‘unit’ of consciousness in perezhivanie , which he defines as the internal relationship of the personality to the environment. A psychotherapist can transform pathogenic affects into meaningful perezhivaniya . The article ends with an analysis of the metaphor of perezhivanie as a ‘prism’ refracting environmental influences on personality development.
This study aims to examine the impact of reflection on the central nervous system. Our hypothesis included two assumptions: first, that specific brain oscillatory activity occurs after reflection; second, that this activity is age dependent. The novelty of the study lies in registering wave activity before and after acts of reflection, as well as in confirming the age boundary of qualitative changes in reflection by psychophysiological indicators. The results showed the strongest effect of reflection on the central nervous system in subjects over the age of 22. This condition is characterized by a decrease in power in the lower band of the theta rhythm (4–5.5 Hz) and an increase in power in the upper band of the theta rhythm (7–8 Hz), as well as an increase in power in the lower band of the alpha rhythm (8–9.5 Hz) and beta rhythm (14–20 Hz). In contrast, younger participants (18–21 years) primarily show an increase in lower alpha rhythm power (8–9.5 Hz), which is associated with outward-directed intellectual activity, particularly attention processes.
This paper is aimed at showing how Vygotsky’s elaborations on thinking, imagination, conceptualization and their relationships with reality allow us to describe and interpret the long-term evolution of students’ conceptions of shadows cast in sunlight from their spontaneous concepts to a conscious mastery of different ways of thinking about, imagining and representing them. Classroom documents for this purpose were available from a three-grade teaching-and-learning path on shadows in the sun, a topic that has been widely experimented upon ever since the eighties. One focus will be on the initial student approach, in grade III, to geometric conceptualization of the shadows through specific games and measurement activities. Another focus will be on the students’ complex and conscious relationships with the phenomenon, developed thanks to the teacher’s contributions (from geometric tools to paintings, tales and myths) and related tasks to nurture their imagination. Students’ emerging consciousness of (and freedom of choice among) possible, different relationships with the phenomenon will be brought to the fore and discussed, together with possible roots in previous imaginative activities on shadows.
The article shows the main risks of digitalization, including spontaneous digitalization of children’s education, on the one hand, and possibilities of positive, developmental use of ‘digital’. It reveals conditions under which digitization can become a benefit, and a factor that destroys personality, culture and education. It is shown that digitalization can be a positive phenomenon if children are educated in the attitude towards the ‘number’ as a tool that helps in organizing cognitive activities, behaviour and self-understanding. The authors formulate the idea of the digital environment as a new environment for human existence. The article marks out requirements for the organization of the developing digital environment, shows the possibility of performance of adult mediating functions in the conditions of digitalization and the historical crisis of childhood. It shows that L.S. Vygotsky’s idea of authentic learning and education through the organization of the environment is necessary and possible to apply to the digital environment. Empirical data are presented.
An essential dimension of Vygotsky’s work on imagination is summed up in the title “everything that can be imagined is real.” 1 In the three parts of this paper, it will be shown how this idea is increasingly deepened in Vygotsky’s texts. In his earliest writings, he demonstrates that imagination is made up of elements of the real and creates the real. Later on, he adds a new dimension: “crystallized imagination,” which enables one to grasp imagination as a cycle. To deepen the relationship between imagination and reality, it is necessary to articulate it with thought. As is shown in part two, a philosophical detour through Lenin reading Hegel in the Philosophical Notebooks enables Vygotsky to design a concept of concept based on imagination. Thought and imagination can thus be conceived as a contradictory unit—as shown in part three—reflecting reality in a zigzag relationship with the real, allowing the construction of the “mentally concrete” [ geistig Konkretes ].
This article aims to discuss the process of psychotherapy, based on human relations with technology, that is, the insertion of the virtual universe, the digital world in the psychic development and in the production of illness in the most diverse scenarios in contemporary times. In the light of Vygotsky’s cultural-historical psychology, we understand that psychotherapy has gone through important processes of change to meet different demands such as anxiety, which, presented as a personal or singular complaint, can indicate historical, social and cultural processes naturalized in the globalized and digital capitalist society. Another aspect to be considered in psychotherapy is the illness based on family relationships in current experiences with this digital world. Another relevant scenario to understand these relationships is in the field of education that also crosses the formation of the individual from childhood to adolescence. In this sense, our reflections are based on an understanding of what Vygotsky called the individual’s social genesis, which can only be understood in the apprehension of the mediation relations that historically constitute them.
Vygotsky remarks that the child who faces the written word must “converse with a white sheet of paper, with an imaginary or conceptualized interlocutor” (1934/1987, p. 202). This can be a challenge in literacy-based schooling. We draw on Vygotsky’s work on imagination to further understand how this imagined interlocutor is vital to developing a grasp of linguistic concepts. We compared examples from a corpus of secondary-level French language lessons of two teachers as they scaffold tasks to enable students to master the conscious use of logical connectors expressing cause and consequence. We contrast their instruction patterns and consider their effect on the grammatical and logical properties of students’ answers to exercises. The strategy that allows students to imagine themselves as interlocutors in a face-to-face conversation, as they think through grammar exercises, tends to lead students to further awareness of the logical relations involved.
The paper presents an overview of articles by authors who took part in the International Congress ‘L. S. Vygotsky and A. R. Luria: Cultural-historical psychology and issues of digitalization of social practices’, held 15–17 November 2022. Using various empirical and theoretical materials, the authors tried to formulate their answers to questions related to such processes as virtualization, digitalization and others that qualitatively change both the person himself/herself and his/her environment. The authors of the works chose the cultural-historical approach developed within the framework of the school of L. S. Vygotsky as the basis for developing their position. It is shown that the cultural-historical approach has developed such concepts and models of human development that have a very strong potential that must be used to develop explanatory models of development. Such concepts include such motions as a psychological tool, a model of mediation, cultural development, mediation, mastery of a method of action, etc. The approach itself, developed within the framework of the cultural-historical approach, considers a person not as a passive, reactive being but as an active subject of development mastering one’s behaviour, which distinguishes this approach from many other development concepts adopted in the humanities and natural sciences. The mediation model overcomes the still dominant naturalistic and behaviouristic approaches to man, opening up new opportunities for both scientific research and new scientific and educational projects. The broad transdisciplinary and interdisciplinary approach used by the authors of works written on the basis of the congress materials allows one to overcome narrow disciplinary and departmental boundaries. A special issue of the journal Culture and Education , dedicated to the above-mentioned topics, expands the problem field of modern scientific practice-oriented research and gives readers a rich understanding of modern achievements in the transdisciplinary field of human sciences and the problem of the impact of digitalization on the man.
Educators’ voices are significant in learning about improvements needed in early childhood education, especially in highly diverse and rapidly changing settings. Framing educators’ voice as a meaning-making tool of cultural embodiment lived through experience can clarify teachers’ thinking and their inherent reflection of the social-cultural environment in which they work, and the United Arab Emirates (UAE) offers a vibrant environment to address embodiment in a rapidly changing system with extensive cultural and linguistic diversity. This phenomenological study examines how early childhood educators in the UAE communicate their embodiment in practice. The findings identified educators as caring and accomplished bodies, stressful bodies and bodies longing for transformative practices. These findings suggest that understanding educators’ body-through-voice in context is significant for developing teacher-improvement initiatives across local and international settings, since it foregrounds insights into the multiple representations of the educators’ emotional experiences and identities of being and becoming practitioners of quality early childhood education.
Quality of reading has emerged as one of the topical problems of the learning process among digital-age youth. Reading practices among youth were researched in the survey in Latvia ( n = 2,169), which inquired about the frequency of reading of different types of literature, their preferred medium for reading, and cognitive reading strategies. Factor analysis identified three groups of reading strategies: those who practice deep reading, those who are pragmatically oriented, and those who prefer multimodal reading. These factors were found to correlate with the patterns of youth’s online activities and approaches to internet use in learning. Students who use the internet mostly for learning and information seeking tend to practice “deep reading.” Students who extensively use the internet for cooperation prefer “pragmatic” reading. Students who tend to rely on the internet uncritically and habitually practice multitasking prefer multimodal reading. Regression analysis showed that the main factors predicting deep reading are metacognitive attitudes favoring thoughtful approach to learning and the use of the internet for cognitive purposes and creative activities.
In many countries, pretend play in school is the stuff of controversy. To shed light on this question, several contemporary researchers who specialize in preschool education refer to a text by Vygotsky (1966/2016) on the role of play in the development of the child. The present article analyzes the understanding and uses of Vygotsky’s contributions in their writings. How is play described? What are the essential dimensions of play that are called upon? How do the authors explain the fact that pretend play creates a zone of proximal development? How does this play develop? How can make-believe play promote school learning? These are the questions that this paper attempts to answer with the selected authors.
This introduction first describes the background to this Special Issue: an in-depth study of the evolution and place-more important than it appears-of Vygotsky's concept of imagination, resulting in the publication in French and Portuguese of a book including all relevant Vygotskian texts on imagination (1926-1933/2022 and 2025) and in an international seminar during which the contributions gathered in this volume were proposed. These contributions are then briefly presented. The opening text deals with the development of the concept of imagination through its dialectical stakes. This is followed by a first group of texts on the role of imagination in teaching: learning to write, conceptualizing the shadow produced by the sun, reading literary texts. The second group of texts explores play and the imaginary situation through the understanding and uses of contemporary authors; then, play and a rethinking of its origins in early childhood through the construction of the will; and finally, play as it transforms affects by "derealizing" them through imagination where they become active affects, opening the way to the role of art in the creation of intelligent emotions. En esta introducci & oacute;n se describen los antecedentes de este n & uacute;mero especial: un estudio en profundidad de la evoluci & oacute;n y el lugar-un aspecto m & aacute;s importante de lo que parece-que ocupa el concepto vygotskiano de imaginaci & oacute;n, y que dio lugar a la publicaci & oacute;n de un libro en dos idiomas, franc & eacute;s y portugu & eacute;s, donde se recopilaron todos los textos relevantes del autor sobre la imaginaci & oacute;n (1926-1933/2022 y 2025), as & iacute; como a un seminario internacional en el que se propusieron todas las contribuciones recabadas en este volumen. A continuaci & oacute;n se presentan sucintamente estas contribuciones. El primer texto versa sobre el desarrollo del concepto imaginaci & oacute;n a trav & eacute;s de sus implicaciones dial & eacute;cticas. A continuaci & oacute;n, un primer grupo de textos aborda el papel de la imaginaci & oacute;n en la ense & ntilde;anza: el aprendizaje de la lectura, la conceptualizaci & oacute;n de la sombra producida por el sol, la lectura de textos literarios. Los textos del segundo grupo exploran el juego y la situaci & oacute;n imaginaria desde la interpretaci & oacute;n y el uso de autores contempor & aacute;neos; despu & eacute;s, el juego y un reexamen de sus or & iacute;genes en la infancia temprana a trav & eacute;s del desarrollo de la voluntad y; por & uacute;ltimo, c & oacute;mo el juego transforma los afectos "desrealiz & aacute;ndolos" a trav & eacute;s de la imaginaci & oacute;n, donde estos se convierten en afectos activos, abriendo camino al papel del arte en la creaci & oacute;n de emociones inteligentes.
According to Vygotsky, play is marked by a fundamental inversion in the order of dependencies of meaning regarding the object and the action. In play, objects lose their impelling force and action is born out of thinking, bringing meaning to the fore. The child's relationship to the world from the immediate in the concrete situation at early childhood becomes mediated in the imaginary situation at preschool age. However, a close study of the concept of meaning in Vygotsky's 1933/1922 essay has revealed a number of aporias in the argument (Moro, 2022a). Based on work revisiting the concrete situation through the executive functions articulated to the study of the genesis of the will, we show that the inversion referred to above is first present in early childhood, resulting in reconsidering the conditions of emergence of pretend play and the status of the imagination at its beginnings. Our argument is based on writings from the final period of Vygotsky's work (e.g., Vygotsky, 1935/1993), some of which have recently come to light in Vygotsky's Notebooks (2018). Seg & uacute;n Vygotski, el juego se caracteriza por una inversi & oacute;n fundamental en el orden de las dependencias del significado en relaci & oacute;n con el objeto y la acci & oacute;n. En el juego, los objetos pierden su fuerza impulsora y la acci & oacute;n surge del pensamiento, poniendo el significado en primer plano. La relaci & oacute;n del ni & ntilde;o con el mundo de lo inmediato en la situaci & oacute;n concreta durante la primera infancia se convierte en una relaci & oacute;n mediada en la situaci & oacute;n imaginaria durante la etapa preescolar. Sin embargo, un estudio detallado del concepto de significado en el ensayo de Vygotsky de 1933/1922 revel & oacute; diversas apor & iacute;as en el argumento (Moro, 2022a). A partir de un trabajo de reinterpretaci & oacute;n de la situaci & oacute;n concreta a trav & eacute;s de las funciones ejecutivas vinculado al estudio de la g & eacute;nesis de la voluntad, mostramos que esta inversi & oacute;n a la que nos hemos referido aparece en la primera infancia, lo que nos lleva a reconsiderar las condiciones en las que aparece el juego simb & oacute;lico y el estatus de la imaginaci & oacute;n en sus inicios. Nuestra propuesta se basa en los escritos del periodo final de la obra de Vygotski (e.g., Vygotsky, 1935/1993), algunos de los cuales fueron publicados recientemente en Vygotsky's Notebooks (2018).
Quality of reading has emerged as one of the topical problems of the learning process among digital-age youth. Reading practices among youth were researched in the survey in Latvia (n = 2,169), which inquired about the frequency of reading of different types of literature, their preferred medium for reading, and cognitive reading strategies. Factor analysis identified three groups of reading strategies: those who practice deep reading, those who are pragmatically oriented, and those who prefer multimodal reading. These factors were found to correlate with the patterns of youth's online activities and approaches to internet use in learning. Students who use the internet mostly for learning and information seeking tend to practice "deep reading." Students who extensively use the internet for cooperation prefer "pragmatic" reading. Students who tend to rely on the internet uncritically and habitually practice multitasking prefer multimodal reading. Regression analysis showed that the main factors predicting deep reading are metacognitive attitudes favoring thoughtful approach to learning and the use of the internet for cognitive purposes and creative activities.
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 while preserving this indivisible unity. This paper addresses this challenge by outlining an analytical approach based on structural semantics. This approach is used to study the perezhivanie of two teachers of English as a foreign language, who work in the same school but experience their jobs very differently. The findings suggest that the prism involved in a perezhivanie is narratively constructed upon a core narrative structure, which can be seen as the unit of analysis of perezhivanie, and that teachers' professional development can be triggered by overcoming the narrative contradictions in the prism. These contributions are discussed in relation to the theoretical controversies concerning perezhivanie and the empirical results of other approaches. El concepto de perezhivanie est & aacute; suscitando un inter & eacute;s creciente como elemento clave para el desarrollo profesional de los docentes. En la mayor & iacute;a de las interpretaciones, la perezhivanie implica una especie de "prisma" psicol & oacute;gico que refracta la influencia del entorno sobre el sujeto. Existe tambi & eacute;n un amplio consenso en cuanto a que la perezhivanie implica una unidad indivisible de caracter & iacute;sticas personales y relativas a la situaci & oacute;n. En este sentido, el estudio de la perezhivanie requiere conservar esta unidad indivisible, lo que supone un reto anal & iacute;tico importante. El presente art & iacute;culo aborda este reto esbozando un enfoque anal & iacute;tico que parte de la sem & aacute;ntica estructural. Este enfoque se utiliza para estudiar la perezhivanie de dos docentes de ingl & eacute;s como lengua extranjera que trabajan en el mismo centro educativo pero viven su trabajo de manera muy diferente. Los resultados sugieren que el prisma implicado en una perezhivanie se construye de forma narrativa sobre una estructura narrativa central, que puede considerarse la unidad de an & aacute;lisis de la perezhivanie, y que el desarrollo profesional de las docentes puede generarse mediante la superaci & oacute;n de las contradicciones narrativas del prisma. Estas contribuciones se discuten en relaci & oacute;n con las controversias te & oacute;ricas en torno a la perezhivanie y con los resultados emp & iacute;ricos de otros enfoques.
The Home Interaction Program for Parents and Youngsters (HIPPY) is a home-based program that supports the learning and development of children and families. This project was part of a larger study that examined the parental involvement of Ezidi refugees in the HIPPY program to improve outcomes for the families and their children in a regional area of Australia and was informed by Vygotsky's cultural-historical theory. The families received home visits as part of the HIPPY program to implement activities with the parent and the child. It was observed that some families had low involvement with the program due to their limited English proficiency. The researchers developed online cultural resources in the Ezidi oral language and English in consultation with parents and with the assistance of the University Media Team. This paper reports on those cultural resources designed to engage families in their children's transition to school and to give children the opportunity to maintain their home language. The findings indicated that the resources supported family degrees child collaboration, extended children's educational experiences, and helped preserve native language. El programa HIPPY (Home Interaction Program for Parents and Youngsters) es una iniciativa de apoyo al aprendizaje y desarrollo de los ni & ntilde;os y de sus familias. Este proyecto form & oacute; parte de un estudio sobre la participaci & oacute;n parental de los refugiados yazid & iacute;es dirigido a mejorar la situaci & oacute;n de las familias y los ni & ntilde;os en un & aacute;rea regional de Australia, adoptando el enfoque de la teor & iacute;a hist & oacute;rico-cultural de Vygoski. En el marco del programa HIPPY se realizaron visitas a las familias para llevar a cabo actividades con los ni & ntilde;os y sus progenitores. Se observ & oacute; el bajo nivel de participaci & oacute;n de algunas familias debido a sus limitados conocimientos de la lengua inglesa. Las investigadoras desarrollaron recursos culturales en l & iacute;nea en la lengua yazid & iacute; y en ingl & eacute;s, en colaboraci & oacute;n con las familias y con la ayuda del equipo de comunicaci & oacute;n de la universidad. Este art & iacute;culo describe los recursos culturales dise & ntilde;ados para mejorar la participaci & oacute;n de las familias en la transici & oacute;n escolar de sus hijos y para brindar a los ni & ntilde;os la oportunidad de conservar su lengua materna. Los resultados indican que los recursos facilitaron la colaboraci & oacute;n entre la familia y el ni & ntilde;o, ampliaron las experiencias educativas de los ni & ntilde;os y contribuyeron a la preservaci & oacute;n de su lengua materna.
This paper is aimed at showing how Vygotsky's elaborations on thinking, imagination, conceptualization and their relationships with reality allow us to describe and interpret the long-term evolution of students' conceptions of shadows cast in sunlight from their spontaneous concepts to a conscious mastery of different ways of thinking about, imagining and representing them. Classroom documents for this purpose were available from a three-grade teaching-and-learning path on shadows in the sun, a topic that has been widely experimented upon ever since the eighties. One focus will be on the initial student approach, in grade III, to geometric conceptualization of the shadows through specific games and measurement activities. Another focus will be on the students' complex and conscious relationships with the phenomenon, developed thanks to the teacher's contributions (from geometric tools to paintings, tales and myths) and related tasks to nurture their imagination. Students' emerging consciousness of (and freedom of choice among) possible, different relationships with the phenomenon will be brought to the fore and discussed, together with possible roots in previous imaginative activities on shadows.
Rural schools in Chile, as in other countries, face unprecedented challenges with the increase in migrant students, demanding pedagogical approaches that transcend traditional assimilationist responses. This article proposes the adoption of Funds of Knowledge (FoK) as a cultural-historical practice to genuinely address the inclusion of migrant children in rural educational contexts. Grounded in cultural-historical theory and Moll's conceptualization of family knowledge systems, we argue that FoK offers a transformative alternative to deficit-based educational models. This approach recognizes the cultural richness of families as legitimate pedagogical resources, thus promoting a natural continuity between home and school learning environments. We position FoK as particularly appropriate for rural schools due to their integrated nature within the community, which facilitates closer relationships between families and educators. The article critically examines current assimilationist policies and proposes FoK as a methodologically rigorous and culturally responsive framework that challenges dominant educational paradigms, advocating for pedagogical practices that honor diverse cultural resources and foster genuine educational inclusion. Las escuelas rurales en Chile, como en otros pa & iacute;ses, enfrentan desaf & iacute;os sin precedentes con el aumento de estudiantes migrantes, exigiendo enfoques pedag & oacute;gicos que trasciendan las respuestas asimilacionistas tradicionales. Este art & iacute;culo propone la adopci & oacute;n de los Fondos de Conocimiento (FC) como pr & aacute;ctica hist & oacute;rico-cultural para promover una inclusi & oacute;n real de ni & ntilde;os migrantes en contextos educativos rurales. Bas & aacute;ndonos en la teor & iacute;a hist & oacute;rico-cultural y en la conceptualizaci & oacute;n de Moll de los sistemas de conocimiento familiar, argumentamos que los FC ofrecen una alternativa transformadora a los modelos educativos basados en el d & eacute;ficit. Este enfoque reconoce la riqueza cultural de las familias como recursos pedag & oacute;gicos leg & iacute;timos, promoviendo as & iacute; una continuidad natural entre los entornos de aprendizaje del hogar y la escuela. Consideramos los FC como especialmente apropiados para escuelas rurales debido a su naturaleza integrada dentro de la comunidad, lo que facilita relaciones m & aacute;s estrechas entre familias y educadores. El art & iacute;culo eval & uacute;a cr & iacute;ticamente las pol & iacute;ticas asimilacionistas actuales y propone los FC como un marco metodol & oacute;gicamente riguroso y culturalmente responsivo que desaf & iacute;a los paradigmas educativos predominantes, abogando por pr & aacute;cticas pedag & oacute;gicas que honren diversos recursos culturales y fomenten una inclusi & oacute;n educativa genuina.
The rapid growth of Artificial Intelligence (AI) in education has sparked both enthusiasm for its potential and concern about academic integrity and human autonomy. Within higher education, these tensions invite deeper reflection on AI literacy and agency among educators and researchers. This paper explores how two early-career researchers and university teaching staff navigate their agency when engaging with Generative AI (GenAI) tools such as ChatGPT in teaching and research contexts. Using a collaborative autoethnographic approach informed by Vygotsky's cultural-historical theory, we reflect on our experiences of both utilising and refraining from using GenAI tools across academic practices. Through narrative snapshots, we examine how we balanced the potential of GenAI use for teaching practices and supporting professional growth, against ethical concerns related to integrity, privacy, and intellectual property. The study highlights how educators exercise reflective and situated agency in an AI-mediated landscape, demonstrating how everyday academic practices contribute to responsible, human-centred engagement with AI in education. El r & aacute;pido crecimiento de la Inteligencia Artificial (IA) en la educaci & oacute;n ha impulsado tanto un entusiasmo por su potencial como una preocupaci & oacute;n por la integridad acad & eacute;mica y la autonom & iacute;a humana. En la educaci & oacute;n superior, estas tensiones invitan a una reflexi & oacute;n m & aacute;s profunda sobre la alfabetizaci & oacute;n en IA y la agencia de los docentes e investigadores. Este art & iacute;culo explora c & oacute;mo dos investigadores y docentes universitarios noveles gestionan su agencia al interactuar con herramientas de IA generativa como ChatGPT en contextos de ense & ntilde;anza e investigaci & oacute;n. Utilizando un enfoque autoetnogr & aacute;fico colaborativo informado por la teor & iacute;a hist & oacute;rico-cultural de Vygotski, reflexionamos sobre nuestras experiencias tanto de utilizaci & oacute;n como de abstenci & oacute;n del uso de herramientas de IA generativa en las actividades pedag & oacute;gicas. A trav & eacute;s de instant & aacute;neas narrativas, examinamos c & oacute;mo equilibramos el potencial del uso de la IA generativa para las actividades docentes y el apoyo al desarrollo profesional en relaci & oacute;n con preocupaciones & eacute;ticas en torno a la integridad, la privacidad y la propiedad intelectual. El estudio destaca c & oacute;mo los educadores ejercen una agencia reflexiva y situada en un panorama mediado por la IA, demostrando c & oacute;mo las actividades acad & eacute;micas cotidianas contribuyen a una utilizaci & oacute;n responsable y centrada en el ser humano de la IA en educaci & oacute;n.
