The zone of proximal development: A zone of inner change for students in the bachelor’s degree in educational and social adaptation?
In the context of an education that promotes both reflective practice among future teachers in educational and social adaptation and the theory-practice connection, our longitudinal study set out to develop a research-training structure inspired by the Vygotskian method of dual stimulation by having students in the bachelors degree in educational and social adaptation analyze their own practice in light of the concept of the zone of proximal development (ZPD). The article presents the participants’ perceptions of their evolving understanding of the concept of ZPD. Generally speaking, the results indicate that the participants exhibit a genuine evolution in their understanding of this concept, and suggest that such a structure could be beneficial to integrate into initial training