Applications of Vygotsky’s sociocultural approach for teachers’ professional development

Empowering scientific thinking skills through creative problem solving with scaffolding learning

“…Scaffolding incorporated into the learning model aims to reduce the lack of the CPS learning model to bridge students in connecting the actual and potential zones of students. In accordance with the main concept in Vygotsky's learning theory (Shabani, 2016;Shabani, Khatib, & Ebadi, 2010), Zone of Proximal Development (ZPD), there are various difficulties students may experience towards their potential zones, including 1) when solving problems students have limited working memory; 2) students' difficulties in carrying out analysis in solving problems; 3) the initial knowledge possessed by students is not comprehensive and is not well integrated into the subject matter; 4) students' difficulties in recalling knowledge that has long been obtained. According to van de Pol, Volman, and Beishuizen, (2010) and van de Pol, Volman, Oort, and Beishuizen (2015), various difficulties will be reduced by using the application of scaffolding in the learning process.…”

Transformative Teaching of Engineering in Sub-Saharan Africa

“…In summary, transformative teaching should enable students master the particular topic/assignment to the extent that the knowledge and skills so gained, are irreversible. We will not go into the details of the theories behind this irreversibility but they are listed in [55] as: Piaget's constructivism [56]; Vygotsky's social constructivism [57]; McGregor's Transformative learning [58]; Bandura's social cognitivist [59]; Boyatzis' intentional change [60]; and Bass' transformational leadership theory [61]. We will now turn to the case studies demonstrating this transformative teaching.…”

Pedagogical Consciousness Formation of Future University Educators in the Process of Teaching English

“…Scientists highlight "the importance of improving future teacher education on the basis of an appropriate formation vision that values: awareness, reflection, ethical responsibility and appropriate professional behavior" (Serdenciuc, 2015, p. 966), "interaction and cooperation, emotionally, relationally and morally sound pedagogical practices" (Kostiainen, et al, 2018, p. 66), reflective skills (Kalsoom & Khanam, 2017), creativity pedagogy (Liao, et al, 2018), "through awareness-raising of and critical reflection on teaching behavior" (Ebadi & Gheisari, 2016, p. 1), social interaction, internalization, mediation, psychological systems (Shabani, 2016). The researchers state that "developing personal and professional consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education" (Gay & Kirkland, 2003, p. 181).…”