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ERIC Number: ED453200
Record Type: Non-Journal
Publication Date: 2001
Pages: 37
Abstractor: N/A
Using Valsiner's Zone Theory To Interpret Change in Classroom Practice: Beyond the Zone of Proximal Development.
Blanton, Maria L.; Westbrook, Susan L.; Carter, Glenda
This study explores the use of Valsiner's zone theory as a way to interpret the zones of proximal development of three secondary school teachers in mathematics and science. Specifically, researchers used classroom discourse to identify what the participating teachers promoted (zone of promoted action) or allowed (zone of free movement) in the classroom as a way to better characterize their potential for development. They found that teachers who promoted actions or events that they ultimately did not allow students to experience seemed to be at a point in their development analogous to Vygotsky's pseudo-conceptual stage, prior to full concept formation. Moreover, they found that, at this stage, the existence of a communal zone of proximal development in the classroom seemed to affect the teacher's transition toward more desirable forms of practice. Finally, they found that identifying the restrictiveness (or openness) of the zones teachers established for their students offers insight into how to organize the learning environment in a mentoring relationship with teachers. (Contains 18 references.) (Author/SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A