Towards a more symmetrical approach to the zone of proximal development in teacher education
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Brasileira de Educação (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782017000300668 |
Resumo: | ABSTRACT This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation. |
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Towards a more symmetrical approach to the zone of proximal development in teacher educationzone of proximal developmentteacher educationcoteachingcogenerative dialoguingABSTRACT This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation.ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação2017-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782017000300668Revista Brasileira de Educação v.22 n.70 2017reponame:Revista Brasileira de Educação (Online)instname:Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)instacron:EAA10.1590/s1413-24782017227034info:eu-repo/semantics/openAccessKADRI,MICHELE SALLES ELROTH,WOLFF-MICHAELGIL,ALFREDO JORNETMATEUS,ELAINEeng2017-07-11T00:00:00Zoai:scielo:S1413-24782017000300668Revistahttp://www.anped.org.br/site/rbehttps://old.scielo.br/oai/scielo-oai.php||rbe@anped.org.br1809-449X1413-2478opendoar:2017-07-11T00:00Revista Brasileira de Educação (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd)false |
dc.title.none.fl_str_mv |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
title |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
spellingShingle |
Towards a more symmetrical approach to the zone of proximal development in teacher education KADRI,MICHELE SALLES EL zone of proximal development teacher education coteaching cogenerative dialoguing |
title_short |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
title_full |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
title_fullStr |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
title_full_unstemmed |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
title_sort |
Towards a more symmetrical approach to the zone of proximal development in teacher education |
author |
KADRI,MICHELE SALLES EL |
author_facet |
KADRI,MICHELE SALLES EL ROTH,WOLFF-MICHAEL GIL,ALFREDO JORNET MATEUS,ELAINE |
author_role |
author |
author2 |
ROTH,WOLFF-MICHAEL GIL,ALFREDO JORNET MATEUS,ELAINE |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
KADRI,MICHELE SALLES EL ROTH,WOLFF-MICHAEL GIL,ALFREDO JORNET MATEUS,ELAINE |
dc.subject.por.fl_str_mv |
zone of proximal development teacher education coteaching cogenerative dialoguing |
topic |
zone of proximal development teacher education coteaching cogenerative dialoguing |
description |
ABSTRACT This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782017000300668 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-24782017000300668 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/s1413-24782017227034 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação |
publisher.none.fl_str_mv |
ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação |
dc.source.none.fl_str_mv |
Revista Brasileira de Educação v.22 n.70 2017 reponame:Revista Brasileira de Educação (Online) instname:Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) instacron:EAA |
instname_str |
Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) |
instacron_str |
EAA |
institution |
EAA |
reponame_str |
Revista Brasileira de Educação (Online) |
collection |
Revista Brasileira de Educação (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Educação (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd) |
repository.mail.fl_str_mv |
||rbe@anped.org.br |
_version_ |
1754122492047261696 |