Effective teaching in the zone of proximal development of students: The role of emotions

Abstract

According to Vygotsky's cultural-historical theory, mastering a new form of thinking or skill requires interaction with a more competent partner, with the task being in the zone of proximal development of the student. Both partners should be active during the task, with established inter-subjectivity, and the teacher providing sensitive scaffolding in the jointly formed work strategy. Although the zone of proximal development is often considered solely as an intervention in the cognitive domain, it cannot be fully understood without considering the affective side of learning. This paper analyzes the importance of affective interaction in the zone of proximal development in the cultural-historical approach to learning, and connects and supports it with contemporary findings, which suggest that the emotions of students and teachers, and their mutual affective relationship play a crucial role in all aspects of knowledge co-construction. Based on these considerations, pedagogical implications are derived. cultural-historical theory, zone of proximal development, preconditions of effective teaching, emotions and learning. Abstract Keywords