Effective teaching in the zone of proximal development of students: The role of emotions
According to Vygotsky's cultural-historical theory, mastering a new form of thinking or skill requires interaction with a more competent partner, with the task being in the zone of proximal development of the student. Both partners should be active during the task, with established inter-subjec...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
2023-01-01
|
| Series: | Nastava i Vaspitanje |
| Subjects: | |
| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2023/0547-33302301043T.pdf |
| _version_ | 1797805665648902144 |
|---|---|
| author | Tošić-Radev Milica Pešikan Ana |
| author_facet | Tošić-Radev Milica Pešikan Ana |
| author_sort | Tošić-Radev Milica |
| collection | DOAJ |
| description | According to Vygotsky's cultural-historical theory, mastering a new form of thinking or skill requires interaction with a more competent partner, with the task being in the zone of proximal development of the student. Both partners should be active during the task, with established inter-subjectivity, and the teacher providing sensitive scaffolding in the jointly formed work strategy. Although the zone of proximal development is often considered solely as an intervention in the cognitive domain, it cannot be fully understood without considering the affective side of learning. This paper analyzes the importance of affective interaction in the zone of proximal development in the cultural-historical approach to learning, and connects and supports it with contemporary findings, which suggest that the emotions of students and teachers, and their mutual affective relationship play a crucial role in all aspects of knowledge co-construction. Based on these considerations, pedagogical implications are derived. cultural-historical theory, zone of proximal development, preconditions of effective teaching, emotions and learning. Abstract Keywords |
| first_indexed | 2024-03-13T05:55:29Z |
| format | Article |
| id | doaj.art-ffc27a3270104a87a8a0133682aef44b |
| institution | Directory Open Access Journal |
| issn | 0547-3330 2560-3051 |
| language | English |
| last_indexed | 2024-03-13T05:55:29Z |
| publishDate | 2023-01-01 |
| publisher | Pedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu |
| record_format | Article |
| series | Nastava i Vaspitanje |
| spelling | doaj.art-ffc27a3270104a87a8a0133682aef44b2023-06-13T06:59:19ZengPedagoško društvo Srbije i Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u BeograduNastava i Vaspitanje0547-33302560-30512023-01-0172143570547-33302301043TEffective teaching in the zone of proximal development of students: The role of emotionsTošić-Radev Milica0https://orcid.org/0000-0002-4170-2530Pešikan Ana1https://orcid.org/0000-0002-6449-9790Univerzitet u Nišu, Filozofski fakultet, Departman za psihologiju, Niš, SerbiaUniverzitet u Beogradu, Filozofski fakultet, Odeljenje za psihologiju, Beograd, SerbiaAccording to Vygotsky's cultural-historical theory, mastering a new form of thinking or skill requires interaction with a more competent partner, with the task being in the zone of proximal development of the student. Both partners should be active during the task, with established inter-subjectivity, and the teacher providing sensitive scaffolding in the jointly formed work strategy. Although the zone of proximal development is often considered solely as an intervention in the cognitive domain, it cannot be fully understood without considering the affective side of learning. This paper analyzes the importance of affective interaction in the zone of proximal development in the cultural-historical approach to learning, and connects and supports it with contemporary findings, which suggest that the emotions of students and teachers, and their mutual affective relationship play a crucial role in all aspects of knowledge co-construction. Based on these considerations, pedagogical implications are derived. cultural-historical theory, zone of proximal development, preconditions of effective teaching, emotions and learning. Abstract Keywordshttps://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2023/0547-33302301043T.pdfcultural-historical theoryzone of proximal developmentpreconditions of effective teachingemotions and learning |
| spellingShingle | Tošić-Radev Milica Pešikan Ana Effective teaching in the zone of proximal development of students: The role of emotions Nastava i Vaspitanje cultural-historical theory zone of proximal development preconditions of effective teaching emotions and learning |
| title | Effective teaching in the zone of proximal development of students: The role of emotions |
| title_full | Effective teaching in the zone of proximal development of students: The role of emotions |
| title_fullStr | Effective teaching in the zone of proximal development of students: The role of emotions |
| title_full_unstemmed | Effective teaching in the zone of proximal development of students: The role of emotions |
| title_short | Effective teaching in the zone of proximal development of students: The role of emotions |
| title_sort | effective teaching in the zone of proximal development of students the role of emotions |
| topic | cultural-historical theory zone of proximal development preconditions of effective teaching emotions and learning |
| url | https://scindeks-clanci.ceon.rs/data/pdf/0547-3330/2023/0547-33302301043T.pdf |
| work_keys_str_mv | AT tosicradevmilica effectiveteachinginthezoneofproximaldevelopmentofstudentstheroleofemotions AT pesikanana effectiveteachinginthezoneofproximaldevelopmentofstudentstheroleofemotions |