Skip to main content
padlock icon - secure page this page is secure

Maintaining interaction at the zone of proximal development through reflexive practice and action research

Buy Article:

$54.00 + tax (Refund Policy)

In this study, dialectical reflexive practice is used to maintain student–teacher interactions in the zone of proximal development. The zone of proximal development is the development-and-learning unit of the child or learner and the author suggests that it is also the fusion point of Marx's dialectical historical materialism: the creation of ideas from material practice. Reflexive practice, as a concentrated form of activity, leads to a heightening of consciousness awareness and becomes the ‘tool' and ‘result' methodology of pinpointing and maintaining interaction in the zone of proximal development, encouraging learning which converts into development. Transcriptions of two teaching sessions were evaluated for evidence of deep learning. All students achieved deep learning and reflexive practice skills. The curriculum model used was the learning outcome-led model: the congruency between learning outcome, approach to learning and assessment.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: University of Derby, UK

Publication date: March 1, 2006

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more