Reconsidering Vygotsky's 'more capable peer' in terms of both personal and knowledge outcomes

This point for departure piece is about university students working together and working for each other in the context of Vygotsky's Zone of Proximal Development (ZPD) and his concept of the 'more capable peer.' Much attention has been paid to what is learned, or the knowledge compone...

Full description

Saved in:
Bibliographic Details
Published inTeaching in higher education Vol. 27; no. 3; pp. 417 - 423
Main Authors Wald, Navé, Harland, Tony
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.04.2022
Taylor & Francis Ltd
Subjects
Affective Behavior
affective learning
Cooperative Learning
Empathy
Higher education
Interpersonal Communication
Learning
Learning Theories
Pedagogy
peer learning
Peer Relationship
Peer relationships
Sociocultural Patterns
Undergraduate Students
University students
Vygotsky
Vygotsky, Lev
Zone of Proximal Development
Online AccessGet full text

Cover

More Information
Summary:This point for departure piece is about university students working together and working for each other in the context of Vygotsky's Zone of Proximal Development (ZPD) and his concept of the 'more capable peer.' Much attention has been paid to what is learned, or the knowledge component of the ZPD. However, what seems to be absent in these accounts is an understanding of the interpersonal communicative processes involved in peer to peer relationships. What we address here is: what needs to be 'more capable' about a peer? And can the ZPD be seen as a person-centred affective zone of empathy and positive regard for others.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2021.2007474