30 functions. One form of mediation is regulation in which individuals eventually regulate
their own behavior after participating in social activities. Lantolf and Thorne 2006 point out that the process of developing self-regulation consists of three stages: 1
object-regulation; 2 other-regulation; and 3 self-regulation. The first stage, object- regulation, happens when learning is regulated by objects. Lantolf and Thorne 2006
give an example of object-regulation is when children learn mathematics may find it difficult to carry out simple addition inside of their heads and have to depend on objects
for external support e.g., blocks. The second stage, other-regulation, involves “implicit and explicit mediation involving varying levels of assistance, direction, and
what is sometimes described as scaffolding by parents, siblings, peers, coaches, teachers, and so on” Lantolf Thorne, 2006, p. 200. In other words, other-regulation
happens when learning is regulated by other people. The final stage is self-regulation, which is made possible through internalization. Self-regulation happens when a learner
has full control and ability to function independently, and takes over complete responsibility for performing the goal-directed task Wertsch, 1985. Self-regulation
thus becomes the goal of internalization.
2.3.4 The Zone of Proximal Development ZPD
Another important interrelated concept of sociocultural theory is the zone of proximal development ZPD. It is defined by Vygotsky 1978, p. 86 as “the distance
between the actual development level as determined by independent problem solving, and the level of potential development as determined through problem solving under
adult guidance, or in collaboration with more capable peers”. Essentially, it relates to the knowledge or skill that cannot be achieved or performed yet, but are capable of
learning by guidance of expert or other. The stages of the zone of proximal development traditionally proceed from expert-to self-assistance and later from internalization, as
concepts are automatized, to recurrence through earlier stages as the learners de- automatize what they have learned Gallimore Tharp, 1990. According to Roosevelt
2008, the central goal of education from Vygotskyan perspective is to keep learners in their own ZPDs as often as possible by providing them with interesting and culturally
meaningful learning and problem-solving tasks that are slightly more difficult than what they do alone. The learners need to work with another, more competent peer or with a
teacher or adult to complete the task. In addition, learning or instruction should “focus
31 on how interpsychological functioning can be structured such that it will maximize the
growth of intrapsychological functioning” Wertsch, 1985, p. 71. Teacher’s zone of proximal development can similarly be thought of as a
learning space between his present level of teaching knowledge consisting of content theoretical and pedagogical knowledge and skills and his next potential level of
knowledge to be attained with the support of more knowing others. How those more knowing others organize, or “scaffold”, the task at hand predict the potential capacity
for development Blanton, Westbrook, Carter, 2005. Borko 2004, p. 19 defines scaffolding as the steps taken to minimalize the degrees of freedom in carrying out
some task so that the individuals can concentrate on the difficult skill they are in the process of acquiring. It involves helpful, structured interaction between an expert and a
novice with the aim of helping the novice achieve a specific goal. If the prospective novice teacher is determined to improve his act of teaching, he
must engage in that shifting process and continuously define new ZPDs. Otherwise, he would remain as an experienced non-expert teacher with a stagnant ZPD Scardamalia
Bereiter, 1993. However, to keep teachers ZPD in motion and move from the current ZPD to a more advanced ZPD, requires assistance from knowledgeable others such as a
colleague or a supervisor. Therefore, activities such as lesson video recordings, observations, or collegial dialogues, may provide scaffolding and have a direct effect on
the teachers’ zone of proximal development and professional growth. Building on Vygotsky’s notion of ZPD, Polman 2010 posits a notion of a zone
of proximal identity development ZPID to explain the development of individual’s identity. Polman 2010 defines ZPID as:
The distance between the actual identity development level as determined by an individual’s past positioning and the level of potential identity development as
determined through mutual negotiation of positioning and stance during actions associated with an identity, under adult guidance or in collaboration with peers
p. 134.
Individuals might have different zone of proximal identity development ZPID but all will hopefully be able to develop their identity as a result of their participation in the
learning environment. Further, Polman 2010 explains that individuals are in the zone of proximal identity development ZPID if they are looking to move beyond the
32 already-achieved state and if they are capable of recognizing and willing to explore the
pathways that lead beyond their past understanding. Further, in order to generate change in their practice, teachers need to get
through conflicts or tensions, known as “dramatical collisions” that was firstly highlighted in Vygotsky’s work by the Russian scholar, Nikolai Veresov. Veresov
2004 calls these dramatical collisions, the “hidden dimension” of the ZPD. Dramatical collisions are defined as the tensions that are inherent to activity that functions as the
moving force of development since it pushes the ZPD to its outer limits Veresov, 2004,
p. 4. It means that dramatical collisions experienced by the individuals bring about
