Magic moments : a second language teacher's zone of professional development

Abstract

This research reports on the experiences of a Volunteer Teacher-researcher (VTR) from Ningbo China, who taught Mandarin in a voluntary capacity in three NSW public schools. The study focuses on her development as a teacher-researcher. The purpose of this investigation is to analyse the process of her constructing, observing and understanding her own multiple Zones of Proximal Development (ZPDs). As a self-study, the research involved recording, analysing and discussing the creation of and journey through multiple ZPDs for a novice L2 teacher. It investigated the use a beginning L2 teacher makes of the guidance and assistance provided by more capable others in constructing ZPDs. In addition, it highlights the value of research for a teacher solving idiosyncratic novel problems. The theoretical concept of the ZPD was first used by Lev Vygotsky, who saw it as a means of describing the process of learning rather than the product of learning (Vygotsky, 1978). Vygotsky died before he could complete formulation of his theory, and more recent interpretations of his concept diverge in varying degrees from his conception (Daniels, 2001; Kell, 2005; Lantolf, 2000; Wertsch, 1985). Essentially, most research has been on learning in the early years, with the novice assumed to be a student and the expert assumed to be the teacher. There are few, if any, research studies on the notion of the ZPD in the development processes of beginning teachers. Using the ZPD as a conceptual tool to analyse evidence of professional learning, this research examines the value of mediational tools in the context of a beginning L2 teacher and the events that lead to learning. The guiding question was: How are physical and psychological tools internalised and mediated by the VTR (Volunteer Teacher-researcher) in resolving multiple idiosyncratic novel problems in the process of learning while also teaching and researching. Data sources included a reflective journal and observation feedback. This self-study of the ZPD identifies a range of interactions and reflective writing as key mediational tools to professional learning. In doing so it, questions the identities of experts and novices, expanding current understandings of Vygotsky"'s original theoretical concept. This study concludes that it is possible for the adult learner, as a beginning teacher-researcher, to construct her own ZPD, arguing that active participation from a mentor, and reflective writing as mediational tools for internalisation, are necessary for an adult learner to construct his/her own ZPD.

Date of Award	2010
Original language	English