In recent decades, reflection has occupied a prominent place in the field of professional development as the main way to learn professional practice. This is partly a consequence of an epistemology of practice that assumes that the knowledge guiding professional practice is situational in nature and constructed through inquiry, that is, through reflection. This article accepts the centrality of situational knowledge in practice but suggests that it can also be learned not through inquiry but through appropriation: that is, it can be learned from a more expert person. Within this framework, the article conceptualises the appropriation of professional practice through four points: recognition of the expert, decomposition of practice, appropriation of knowing-in-action and practice attempts. The differences and complementarities between appropriation and reflection processes are discussed, opening up new, alternative ways of learning professional practice.

This paper addresses the current divide in the field of education between proponents and critics of evidence-based education. It examines the nature of this divide and argues that it is caused by a particular way of conceptualizing the relationship between academic knowledge and practice, called technical rationality, that is shared by both sides. The paper argues that technical rationality is fallacious and highlights an alternative approach grounded in the centrality of people’s understanding of situations of practice. It further argues that this alternative conceptualization of the relationship between knowledge and practice makes it possible to overcome the divide and foster advancement toward a science-based education.

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.

Today it is well established that the modification of cognitive appraisals -i.e. the way people represent the situations they face- is central to the development of teacher resilience. However, the understanding of the specific transformations in the appraisals that lead to this development is still incipient. This paper investigates a teacher's spontaneous process of reappraisal -i.e. modification of appraisals-, occurring over a period of approximately two years, and identifies two narrative mechanisms of reappraisal connected to her improvement in teacher depersonalization. The understanding of these two mechanisms, called "elaboration of antecedents" and "identification," enriches the existing research on reappraisal and has important implications for fostering the development of teacher resilience.

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 old during a board-and-dice game situation. Our findings suggest that the involvement in pretend play-like narratives during the game was central to the interactions. This study underscores the role of pretend play-like narratives in early uses of numbers and contributes to understanding how children develop their early uses of numbers, highlighting the adult’s role in that process.

Drawing on the self-determination theory, this paper focuses on two factors that are essential for individuals to be motivated, namely the psychological needs of autonomy and relatedness. We implemented three different iterations of an online PD course, entitled Chat with Children. While content was identical, the designs of autonomy and relatedness varied. Participants of this exploratory study were 417 in-service Hong Kong kindergarten teachers. We analyzed teachers'enrollment, participation, and completion in the three iterations, and also interviewed teachers to explore their experiences of different autonomy and relatedness designs. We found that participation and completion were significantly higher in the iterations that fostered autonomy and relatedness, although enrollment was lower, and that certain aspects of the design of the PD were central for the participants'experience of autonomy and relatedness. These results provide new insights for PD designers and teacher educators. Implications, limitations, and future research are discussed.

A key tool amongst the strategies used by teachers to combat stress at work is the construction and development of a professional identity. The underlying idea is that professional identity has the potential to prevent or help teachers to overcome burnout, a problem that is increasingly common within the profession. We conducted a multiple case study and analysed five subjective learning experiences recounted by novel teachers working in Chile, Ecuador, Brazil, Spain and Australia. Results show that (i) teachers constantly experience scenarios that lead to stress or exhaustion and involve various negatively valenced emotional evaluations; (ii) the substitution of these evaluations is particularly relevant, as it contributes to the formation of new meanings and positions relative to the situation; (iii) this repositioning may be connected to particular objects, to the subjects themselves, or to positions within the community in question; (iv) positively valenced emotional evaluations may be substituted for negatively valenced emotional evaluations, reflecting that positional changes are not always fruitful; and (v) some emotionally valenced evaluations endure over time and are key generators of professional stress.

This paper investigates the relationship between teachers' conceptions of teaching and several indicators of their emotional experience. With a sample of 200 teachers, the study identifies three dimensions of teaching conceptions, "student-centeredness," "educational purpose,"and "projection into the future."Statistical analysis revealed that student-centeredness is negatively correlated with teachers' resilience and well-being. Additionally, we found that well-being and sense of personal accomplishment are significantly lower, and depersonalization significantly higher, when the educational purpose is psychosocial learning as opposed to academic learning. We also found some differences in conceptions of teaching among different countries and among different educational levels. These results may have useful implications for teacher education and for the management of educational reforms.

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 risky for emotional exhaustion, depersonalization, resilience and well-being. These results provide evidence of the differential role of appraisal in teachers' emotions, as well as the types of narrative structures that should be promoted in the construction and reconstruction of teachers' appraisals.

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 and future research results in the field. We propose two main ideas for conceptualising teacher resilience, based on Vygotskian Cultural Psychology: a) teacher resilience is a dialectical relationship between the teacher and her everyday professional adverse situations that causes a positive transformation of both the teacher and the situation; and b) this relationship is mediated by cultural artefacts that are distributed in social and professional communities. The paper presents this model and articulates some of the current research on teacher resilience accordingly. It is argued that such a model offers a comprehensive framework for understanding teacher resilience, gives new theoretical significance to current research on the phenomenon, and facilitates further development of the field.

‘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 invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors’ individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of ‘glocalization’ in development, learning and education research.

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 Vygotsky's theory, which is the foundation, together with Bakhtin's work, for many dialogic approaches to education. This paper describes this tension in Vygotsky's theory and presents a type of talk that enables the articulation of teleology and dialogicity at a practical level: conceptually driven inquiry. In this type of talk, children form meaning spontaneously in conditions of dialogicity, but under the influence of a higher-generality meaning that the child simultaneously forms non-spontaneously - through intellectual imitation. Although not itself the telos, this higher-generality meaning provides teleological direction to children's dialogic inquiry.

Introduction. This paper contributes to the research on teacher burnout by distinguishing between two aspects of work demands that are usually merged in the “workload” construct: the quantity of the demands (quantitative demands) and the cognitive effort they require (cognitive demands). Such a distinction may offer insight into how educational administrators should manage certain types of work demands. Method. In an international sample of 209 kindergarten, primary and lower secondary teachers working in 110 schools from four different countries (Brazil, Chile, Ecuador, and Spain), we administered the Maslach Burnout Inventory (MBI) and the Copenhagen Psychosocial Questionnaire II (COPSOQII). We conducted three separate multiple regressions in which the work conditions (COPSOQII) were set (forced entry) as predictors of emotional exhaustion, depersonalization, and personal accomplishment (MBI). Results. We found that quantitative and cognitive demands predict teacher burnout differently: while quantitative demands predict emotional exhaustion and depersonalization, cognitive demands play a protective role in relation to those two components and also predict personal accomplishment. Additionally, we found that emotional demands positively predict emotional exhaustion and depersonalization, and negatively predict personal accomplishment. We also foud that support from colleagues and community positively predicts personal accomplishment, but shows no significant relationship with either emotional exhaustion or depersonalization. Discussion and Conclusion. Results suggest that the distinction between the quantity of demands and the cognitive effort they require is meaningful and important for future research and practice in the field of teaching. One important implication for educational administration is that the quantity of work assigned to teachers should be kept relatively low but, at the same time, this work should be cognitively activating and demanding.

This paper outlines a framework to understand and further study how meaning mediates psychological processes. Central to this paper is the concept of mediational meaning: a representation of "me in the world," socially distributed as a cultural artifact, that "encodes" emotion and motivates social activity. It is suggested that the emotional encoding of mediational meaning can be understood through the study of its structure, which is conceptualized on two levels: a conceptual level, called the "view," and a narrative level, called the "narrative structure." This paper proposes an operationalization of both structural levels and hypothesizes specific relationships between certain structural aspects of mediational meaning and certain dimensions of emotional experience: valence, action readiness, and some aspects of the quale.

This chapter addresses the increasingly well-documented problem of teacher stress and attrition, focusing upon the need for critical conversations about this problem. Our response to this problem centres on online networks of teachers, which have the potential both to (a) counteract the stress experienced by pre-service and early career teachers and to (b) minimise the attrition of early career teachers. The case in favour of online learning networks of teachers focuses on three features of productive learning networks. The first is criticality, which includes critical thinking and combines it with communicative action as part of critical dialogue. Teachers in online learning networks engage in particular kinds of critical dialogue, and in doing so they display professional identities and exercise professional agency. One of the results of this critical dialogue is the development of shared understanding and a form of social cohesion, which manifest as the other two elements, communality and collegiality. Working in combination, these elements can drive innovative learning opportunities for neophyte teachers, while acknowledging the ongoing deprofessionalisation and politicisation of teachers’ work and identities that render a reimagined and reinvigorated criticality ever more timely and urgent.

In recent decades, important advances have been made in understanding how discursive symmetry can be achieved in whole-class dialogue. However, very little is known about how this dialogue may progress in the sense of critically linking ideas in coherent lines of collective inquiry. This article investigates this issue by analyzing 4 consecutive sessions of a science class with children ages 8 to 10 and identifies a social mechanism that can explain the emergence of progressiveness in collective inquiry. The identified mechanism consists of a series of iterations of the sequence (Direction) → Inference ↔ Observation ↔ Consensus → Fixation. This sequence enables the transition from local to collective agency and meaning. Direction creates a gap in a semantic structure, leading to the local formation of an inference. This inference then escalates through observation and consensus before finally being fixed through the creation of an artifact that reifies it as a collective meaning. Based on this collective meaning, a new direction leads to a new local inference, and the cycle begins again.