Model of Models: Preservice Teachers in a Vygotskian Scaffold

León, Leticia De

doi:10.1080/00131725.2011.653093

Cited by 10 publications

(4 citation statements)

References 7 publications

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“…Ifølge har Vygotskys sone for proksimal utvikling og hans forestilling om mediert utvikling via verktøy og tegn vaert avgjørende for å etablere et nytt sosiokulturelt paradigme for laering og undervisning. Teoriene ble videreutviklet i 1920-og 1930-årene i den postrevolusjonaere Sovjetunionen, og de ble ikke allment kjent før i 1960-og 1970-årene, etter den første engelske oversettelsen av Vygotskys arbeid i 1965 (De León, 2012). De siste 40 årene har interessen for Vygotskys arbeid vokst enormt innen utdanningsforskning.…”

Section: Laering Gjennom Sosial Interaksjon Og Imitasjon: Teoretiske ...unclassified

Soner for nær skriveutvikling: Ei utviklings- og danningsorientert tilnærming til responsdialogar

Igland¹

2023

Læring I Et Vygotsky-Perspektiv: Muligheter Og Konsekvenser for Opplæringen

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Vygotsky’s notion of a zone of proximal development (ZPD) forms the basis of this methodologically oriented chapter’s approach to the analysis of response dialogues in education. The first part presents a theoretical framework where the focus on zones of proximal writing development is 1) anchored in Vygotsky’s understanding of the relations between development, learning and teaching; 2) methodologically elaborated by a Bakhtinian understanding of utterance and chain of utterances and 3) educationally justified as an expedient tool for a Bildung-oriented teaching of writing. The second part illustrates how zones of proximal writing development may be documented through analyses of text response dialogues between students and teachers. The examples used come from two empirical studies: a case study of a writing process where a teacher commented on first drafts written on paper by her twenty students, and an ethnographical study over three years of literacy practices in newly digitalized classrooms, including online teacher–student dialogues about texts in the making. The analytical examples highlighted here focus on the mediation of a text pattern that was increasingly mastered by one of the students in the first study, and digital teacher–student dialogues in a ‘possibility room’ that was opened in the document margins of emerging texts in the second study. In the concluding part, methodological and educational implications of the proposed and illustrated approach to zones of proximal writing development are discussed.

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Section: Laering Gjennom Sosial Interaksjon Og Imitasjon: Teoretiske ...unclassified

Soner for nær skriveutvikling: Ei utviklings- og danningsorientert tilnærming til responsdialogar

Igland¹

2023

Læring I Et Vygotsky-Perspektiv: Muligheter Og Konsekvenser for Opplæringen

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Section: Laering Gjennom Sosial Interaksjon Og Imitasjon: Teoretiske ...unclassified

Å forberede seg på hjem–skole-samarbeid: Lærerstudenters bruk av virtual reality-teknologi i et Vygotsky-perspektiv

Faldet¹,

Skrefsrud²,

Somby³

2023

Læring I Et Vygotsky-Perspektiv: Muligheter Og Konsekvenser for Opplæringen

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The chapter explores the pedagogical underpinning of a virtual reality (VR) simulation, using Vygotsky’s socio-cultural theory of learning. In the VR simulation, pre-service teachers were placed in a work-related situation, participating in a virtual developmental conversation between a student and her father. The chapter finds that Vygotsky’s concepts of social interaction and imitation are helpful when reflecting on VR simulation as a teaching method in teacher education. Understood through Vygotsky’s theoretical lens, VR simulation encourages collaborative interaction and reflection, providing an alternative to traditional teaching methods in teacher education.

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“…Vygotsky’s sociocultural theory also proposes that progress depends on the collaboration with individuals and the tools that the culture offers to help shape their own interpretation of humanity. Vygotsky’s sociocultural theory implies teachers are steep in their experiences, and that the environment in which interactions occurs develop concurrently with cognition (De León, 2012).…”

Section: Theoretical Overviewmentioning

confidence: 99%

“…Vygotsky’s sociocultural theory suggested the notion that language is more than just a purpose of contact; it is a way of facilitating the intellectual progression (De León, 2012). De León (2012) stated that Vygotsky explained how education happens in the setting of ethnicity and the population, specifically in the growth of upper-order reasoning. The theory proposed that societal collaboration leads to constant step-by-step modifications in a student’s thought and behavior that can differ greatly from culture to culture (Woolfolk, 1998).…”

Section: Theoretical Overviewmentioning

confidence: 99%

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

Delk

2019

JME

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Purpose The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students. Design/methodology/approach The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students. Findings The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education. Research limitations/implications As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom. Originality/value The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

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Model of Models: Preservice Teachers in a Vygotskian Scaffold

Cited by 10 publications

References 7 publications

Soner for nær skriveutvikling: Ei utviklings- og danningsorientert tilnærming til responsdialogar

Soner for nær skriveutvikling: Ei utviklings- og danningsorientert tilnærming til responsdialogar

Å forberede seg på hjem–skole-samarbeid: Lærerstudenters bruk av virtual reality-teknologi i et Vygotsky-perspektiv

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

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