Reconsidering Vygotsky's 'more capable peer' in terms of both personal and knowledge outcomes. Issue 3 (3rd April 2022)

• Record Type: Journal Article
• Authors: Wald, Navé; Harland, Tony
• Is Part Of: Teaching in higher education. Volume 27:Issue 3(2022)
• Page Start: 417
• Page End: 423
• Publication Date: 2022-04-03
• Subjects: Vygotsky -- Zone of Proximal Development -- peer learning -- affective learning; College teaching -- Periodicals; Education, Higher -- Evaluation -- Periodicals; Education, Higher -- Aims and objectives -- Periodicals; 378.1205
• DOI: 10.1080/13562517.2021.2007474
• Languages: English
• ISSNs: 1356-2517

Abstract

ABSTRACT: 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.