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

Abstract

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.