•	This article discusses the emotional component of teaching and the challenges it presents for teacher educators. The authors explore how instances of cognitive/emotional dissonance in novice teachers signal points of growth and development. The study focuses on a teacher education program for ESL teachers, and the findings highlight the challenges and opportunities of recognizing and capitalizing on these instances of dissonance. The article emphasizes the importance of considering emotions in teacher education and provides insights into the process of learning-to-teach.


•	Educational researchers emphasize the importance of helping novice teachers navigate the emotional aspects of teaching. Suggestions for accomplishing this often focus on morale building and creating safe spaces for reflection. However, teacher educators struggle with how to respond to novice teachers' expressions of emotion in ways that support development. This study argues that the emotional dimensions of learning-to-teach are critical and should be seen as a resource rather than a distraction.


•	This text discusses a study on a teacher education practice that aims to provide opportunities for novice teachers to engage in authentic teaching activities for ESL learners. The study explores the role of emotions in the learning-to-teach experiences of novice teachers and examines the practices of teacher educators when faced with emotional challenges. The goal is to identify instances of cognitive/emotional dissonance and investigate how such experiences contribute to the development of novice teachers. In teacher education programs, teaching is often seen as a cognitive task, but this study emphasizes the importance of considering emotions in the teaching and learning process.


•	The separation of cognition and emotion has long been prevalent in Western thinking, with cognition often valued more than emotion. However, Vygotskian sociocultural theory offers a different perspective, emphasizing the inseparability of mind and body, thought and emotion. According to Vygotsky, understanding cognition requires understanding emotion, as every idea contains some emotional connection. In order to fully grasp cognition, we must acknowledge and comprehend the unity between cognition and emotion.


•	Throughout Vygotsky's writings, the concept of "perezhivanie" is used to describe the subjective significance of lived experiences that contribute to the development of one's personality, particularly the emotional and visceral impact of these experiences. Vygotsky argues that the emotional experience arising from any situation or environment determines its influence on the individual. Teacher cognition research shows that novice teachers heavily draw on their own lived experiences as learners in classrooms. However, from a sociocultural perspective, it is not just what teachers saw and did as learners that influences their thinking about teaching and learning, but also the emotional experiences associated with their schooling histories. Therefore, even teachers with similar schooling histories may assign different emotional meanings to those experiences.


•	Establishing a sense of novice teachers' experiences is crucial for their development in teacher education. This involves creating a zone of proximal development (ZPD) where teachers and educators interact to uncover their potential. Strategic mediation is necessary to help novice teachers bridge the gap between their potential and what they can do on their own. However, the ZPD is complex and can lead to cognitive and emotional struggles. Some scholars see the resolution of contradictions as essential for development, while others view negative emotions as detrimental.


•	Contradictions and cognitive/emotional dissonance can support cognitive development in language teacher education. Teacher educators should recognize instances of novice teacher cognitive/emotional dissonance as growth points. The concept of "growth points" helps explain the relationship between thought and language, as thoughts are transformed into speech. The "growth point" is the minimal unit of an imagery-language dialectic and constitutes a starting point for a thought. It combines imagery and linguistic form, creating a beneficial process.


•	The growth point in thinking-for-speaking represents the efforts to construct meaning in a particular context and time. It provides insight into thinking as it arises during speaking. Similar to McNeil's imagery-language dialectic, this work examines the dialectic of cognition and emotion in the context of novice teachers learning to teach. We see growth points as contradictions between the novice teachers' visions and the reality of teaching, leading to cognitive/emotional dissonance. Novice teachers often respond with a crisis of confidence and revert to traditional teaching methods. They struggle to recognize the triggers for these moments of dissonance. Therefore, the authors define the growth point as the emergence of cognitive/emotional dissonance in novice teachers.


•	Mediation directed at the cognition/emotion growth point has the potential for productive teacher development. This mediation is dependent on the teacher educator's ability to recognize and target novice teachers' emerging needs and their responses to that mediation. It is also important for novice teachers to become consciously aware of the sources of their cognitive/emotional dissonance. The study explores the emergence of a cognition/emotion growth point for a novice teacher participating in initial learning-to-teach experiences. The design of the teacher education practice, the participants, the ESL lesson plan, and the data collection and analysis procedures are described. The study analyzes the effects of strategic mediation on the teacher's reconceptualization of teaching. Implications for teacher educators are also discussed. The extended team-teaching project involves a team of novice teachers engaging in activities to prepare them to teach a lesson in an actual ESL class.


•	Novice ESL teachers experience varied and emotionally-charged reactions to their first teaching experience. Some expect instruction to focus solely on language mechanics, while others feel intimidated by the diversity of cultures and languages in the ESL classroom. During the lesson planning stage, the team collaborates with the instructor and teacher educator to create a lesson plan that aligns with the course syllabus. However, initial lesson plans often lack a clear conceptual understanding of the subject matter. The team then practices teaching the lesson in a video-recorded session, allowing for externalization and social mediation of their conceptualization.


•	During classroom instruction, classmates frequently interrupt to ask questions, provide feedback, and make suggestions. This interactive dialogue helps the team improve their lesson plans to align with instructional goals and meet the needs of their classmates. In subsequent teaching sessions, the team makes in-flight decisions to adjust their plans based on student responses. The teacher educator observes and records the lessons, and later, the team engages in a stimulated recall session to discuss the video and reflect on critical moments. This process allows for externalization of the team's thinking and emotional experiences, leading to new insights about teaching.


•	During the extended team-teaching project, a team of four novice teachers voluntarily granted access to data about their teaching experiences. Two undergraduate students and two graduate students, all enrolled in a TESL program, participated in the project. After each lesson, the team engaged in a stimulated recall session to gain an expert's perspective on the subject matter and instructional practices. Following the project, each team member wrote a reflection paper about their learning-to-teach experiences. The teacher educators, including the lead teacher of the methodology course, supervised the team throughout the project.


•	The team taught a 75-minute lesson on the rhetorical structure of an argumentative essay in an ESL composition course. They struggled with selecting a topic and presenting generic definitions. Through practice teaching, they were able to refine their instructional activities and create engagement activities for the students. During the actual teach, the team focused on thesis statements, introduced the topic of a sample essay, and provided sentence-level examples of argument, counter-argument, and refutation.


•	During the lesson, Jess distributed a Cochlear Implant essay to ESL students and had them work in pairs to reorder the paragraphs based on two organizational types. Afterward, the pairs discussed their reordering choices and the use of transition words. Fred then introduced active/passive voice by asking students to rewrite their thesis statements. The novice teachers, particularly Jess, were analyzed for their emotional struggle during the teaching activity. Data collection included video and audio recordings, as well as a reflection paper, which were analyzed for expressions of cognitive/emotional dissonance.


•	The expressions of cognitive/emotional dissonance in the process of mental development were linguistically and paralinguistically indexed through the use of negatively charged lexis, stative verbs, hedging, negative appraisals, body posture, and articulation of a mismatch between expectations and reality. The segment of Jess's actual teaching and the stimulated recall session data both contained extensive negative emotive content. The stimulated recall session data were analyzed using grounded content analysis techniques to examine the quality and character of the dialogic interactions related to Jess's teaching segment. The analysis focused on the linguistic instantiation of the interactions and the teacher educator's attempts to provide expert mediation to support Jess's struggle with cognitive/emotional dissonance.


•	Jess was asked to participate in a follow-up stimulated recall session, where she watched her teaching segment again and commented on her recollection and current perception of the instructional episode. The goal was to understand the subjective significance of the episode for Jess and see if her perspective had changed over time. The session was recorded, transcribed, and analyzed for emotive content. Jess described teaching as emotionally demanding and unpredictable, with her emotions often tied to her interactions with students. Excerpts from her teaching showed the emotional demands and unpredictability she experienced.


•	Jess offers unexpected answers and shows signs of cognitive/emotional dissonance in her instructional interaction. She initially hesitates and shifts her attention, but later acknowledges the variability in organizing an argumentative essay. Jess engages the students in a discussion, asking them to identify the correct order of sections in an essay. She clarifies misconceptions and supports students in understanding the material.


•	In this conversation, Jess and S1 discuss a text that includes a counter-argument about the deaf culture. S2 mistakenly identifies it as a counter-argument, but S1 corrects them. Jess analyzes the structure of the text and explains that the counter-argument comes after the thesis statement. The conversation demonstrates how Jess engages with the students' contributions and uses the text to guide their understanding.


•	Despite receiving unexpected answers from her students about the rhetorical function of a selected paragraph, Jess maintains her instructional strategy of asking for further explanations. She continues to ask the students to clarify their understanding and rationale behind their choices. However, a sudden topic shift occurs when Jess refers to a teammate's outline of rhetorical organizational types from the textbook. This shift indicates a change in Jess's instructional attention away from the student's interpretations.


•	During this segment, Jess continues to reference the essay's original organization despite alternative interpretations offered by students. The students' contributions become fewer and shorter while Jess's explanations dominate the classroom talk. Towards the end, Jess does acknowledge different ways the essay can be re-ordered but only after receiving unexpected answers from students.


•	Deaf people can succeed just as well as hearing people. The order of an argumentative essay can vary, but it should flow logically and coherently. In the teaching segment, Jess acknowledges S6's contribution but quickly directs their attention to the correct answer. She explains how and why the author ordered the original essay and emphasizes the importance of logical and coherent flow. Jess's cognitive/emotional dissonance is evident in her actions and mannerisms.


•	Through her interactions with the students, Jess starts to realize that their interpretations of the essay's organization may be valid, but she chooses to maintain a traditional teacher role and focus on getting the "right" answer. In a stimulated recall session, Jess's negative emotional reactions to this instructional episode are highlighted. The teacher educator asks Jess about her goals for the activity, and Jess expresses her aim to help the students identify the argument, counter-argument, and refute in the essay and put the paragraphs in order. However, she acknowledges the unpredictability of the task and the students' potential for ordering the paragraphs differently.


•	During a stimulated recall session, Jess describes her perception of a challenging instructional episode, characterized as unpredictable and difficult to handle. The exchange of laughter between Jess and the teacher educator indicates social affiliation and mutual understanding. The teacher educator softens Jess's interpretation of the episode as a face-saving mechanism. Later, the teacher educator draws attention to the moment when Jess received multiple unexpected answers, causing the students to stop participating. Jess discusses her organization of the lesson and asks if anyone has identified the counter-argument.


•	The teacher educator suggests a different way to frame questions, using a referential question instead of a display question, to encourage students to share their understanding. The team doesn't seem to fully grasp this shift in approach. Fred asks about how to handle situations when students are reluctant to answer, and the teacher educator suggests asking for help from other students. The teacher educator also acknowledges the challenge of not knowing the students well when trying to determine if they genuinely don't know the answer or are unwilling to share.


•	The teacher educator in this scenario responds to a situation where a student is struggling and asks for help. They recognize the importance of understanding students and their emotions, modeling how an expert teacher would handle the situation. However, they fail to address the underlying reason why the students stopped participating, which could have provided valuable insight for the team.


•	In this excerpt, the teacher educator demonstrates how to recognize and capitalize on students' emerging understanding in order to achieve instructional goals. The teacher educator discusses the importance of transition words and passive voice in organizing information and suggests using these cues to guide student understanding. This modeling of instructional talk helps to concretize and reinforce the subject matter being taught.


•	In this excerpt, the teacher educator describes how Jess attempts to teach her students by consistently asking "why?" and guiding them in understanding the rhetorical function of concepts. However, Jess struggles to use her students' emerging understandings to accomplish the immediate instructional goal of re-ordering an essay. During a follow-up session, Jess reflects on this episode and realizes that she had expected her students to easily understand, but they became confused.


•	During a follow-up session, it is revealed that Jess had a mismatch between her expectations and the reality of how the lesson progressed. Initially, she tried to redirect the students to the "correct" answer, but later realized that their interpretations might not be wrong and there could be multiple ways to organize the essay. Jess acknowledges the unpredictability of teaching and experiences a shift in her conceptualization of teaching.


•	The excerpt highlights the challenges that Jess faced as a teacher, initially feeling nervous and afraid due to the unpredictability of teaching. However, over time, she has come to embrace this unpredictability and feel more comfortable learning with the students rather than teaching at them. This shift in her emotional response and stance towards teaching is significant for a novice teacher.


•	This excerpt discusses the findings of a study on novice teacher learning and the challenges faced by teacher educators in recognizing and capitalizing on instances of cognitive/emotional dissonance as growth points. It highlights a case study of a teacher named Jess and how her shift in conceptualization of teaching affected her emotional meaning and student participation. The study emphasizes the need for teacher educators to be able to recognize and understand the subtle expressions of emotion in order to effectively support novice teachers' development.


•	The extended team-teaching project created opportunities for emotional work and cognitive/emotional growth points for teachers. The capturing of practice and collective reflection allowed teachers to become consciously aware of moments of dissonance. The teacher educator's intentionality and re-enactment of episodes worked in conjunction with the project structure to capitalize on growth points. This event may have functioned as a growth point in Jess's professional development. Teacher educators should pay attention to cognitive/emotional dissonance and provide appropriate mediation calibrated during ZPD activity. Vygotsky characterizes ZPD mediation in various forms.


•	The challenge for teacher educators is to quickly assess the best forms of mediation for novice teachers. By using stimulated recall sessions and allowing teachers to externalize their thinking, educators can understand the subjective significance of events and help teachers gain new understanding of their teaching. However, it remains uncertain when and how to employ mediation techniques. For example, the study wonders how teachers would have responded if the educator had directly explained the problem or modeled a shift in stance.


•	The study examines the practices of teacher educators and the importance of recognizing and supporting novice teachers' cognitive/emotional dissonance as growth points in their development. The findings highlight the need for further empirical attention and professional development for teacher educators, as well as the design of teacher education practices. By framing these moments as opportunities for growth, teacher education programs can better support productive teacher development.


•	Karen E. Johnson is a professor at The Pennsylvania State University, while Dorothy Worden is a doctoral candidate at the same university. The authors reference several works on qualitative research, teacher cognition, second language teacher education, distributed cognition, emotional understanding, and teacher identity.


•	Freeman (2002) discusses the hidden side of teachers' work, focusing on teacher knowledge and learning to teach. Gee (1999) argues that learning language involves learning social language within certain contexts. Golombek and Johnson (2004) explore cognitive and emotional dissonance in second language teachers' development through narrative inquiry. Golombek and Doran (2014) propose unifying cognition, emotion, and activity in language teacher professional development. Gonzalez Rey (1999) explores the subjective character of human activity in relation to personality and human development. Hargraves (1998) and Hargraves (2001) examine the emotional aspects of teaching and the emotional geographies of teaching, respectively. Imai (2010) provides insights on emotions in second language acquisition through collaborative learning. Johnson (2009) presents a sociocultural perspective on second language teacher education.


•	The sources mentioned in the text cover various topics related to language teaching research, teacher development, sociocultural theory, and emotions in teaching. The sources provide insights into different aspects of these topics and contribute to a deeper understanding of language teaching and teacher education.


•	The text includes various sources discussing the role of emotions in teaching and education. The sources cover topics such as teachers' professional identity, managing emotions in teaching, non-native English-speaking teachers challenging native speaker myths, inquiry on emotions in education, and the impact of emotions on teachers' lives. Some sources also touch on the inseparability of cognition and emotion in second language learning.


•	This is a list of references that discuss the work and ideas of Lev Vygotsky, a prominent developmental psychologist. The references include books edited by van de Veer and Valsiner, articles by Van Huizen, Van Oers, and Wubbels, as well as works written by Vygotsky himself. There is also a book chapter by Wertsch and a book by Zembylas on teaching with emotion. These references provide a range of perspectives and insights into Vygotsky's theories on child psychology, teacher education, and the concept of the zone of proximal development.
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