Art-Based Mediation of Trainee Teacher Resilience: Integrating FOAT-TIM and Vygotsky’s Sociocultural Theory of Perezhivanie in Teacher Training Institutes
DOI:
https://doi.org/10.37134/kupasseni.vol14.2.2.2026Keywords:
Perezhivanie, FOAT-TIM, Emotional Development , Resilience, Teacher EducationAbstract
Trainee teachers in Malaysia often experience emotional pressure during training and practicum. Although teacher wellbeing is recognised as a national priority, less attention has been given to how trainees interpret emotionally challenging experiences. This study explores how two trainee teachers experienced perezhivanie, a concept from Vygotsky’s theory that explains how emotion and thinking work together in meaningful experiences. The study applied Focusing-Oriented Art Therapy within a trauma-informed model, referred to as FOAT-TIM within a teacher education context. Through guided art making and reflective dialogue, participants explored their emotions within a structured and supportive space. Data were collected from artworks, interviews, observations, and reflective notes across four sessions. The two cases revealed distinct developmental pathways. Ahmad demonstrated early emotional clarity and resilience, drawing on faith and personal responsibility. Megat began with guilt and self-doubt but gradually developed greater self-awareness and hope through symbolic reflection. In both cases, art making supported emotional expression, meaning making, and professional identity development. The findings show that structured art-based reflection can strengthen resilience and emotional growth among trainee teachers. The study highlights the value of culturally responsive art- based approaches in Malaysian teacher education.
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