SYMMETRIES AND ASYMMETRIES: A STUDY ON THE POTENTIAL OF COLLABORATION AMONG BIOLOGY TEACHERS IN THE LIGHT OF THE CONCEPT OF THE ZONE OF PROXIMAL TEACHER DEVELOPMENT

Abstract

The concept of Teacher's Proximal Development Zone was proposed to describe the asymmetric dynamics that occur between teachers in initial training and tutors more experienced in training processes. ZDPP have been widely mentioned in theoretical and conceptual studies, but little explored empirically. We study how the structuring of the ZDPP occurs in the collaborative processes between teachers and undergraduates from the discussions in virtual forums associated with initial and
continuing education courses. The posts were analyzed through content analysis, focusing on symmetries and asymmetries existing in the exchanges between distinct participants. The results indicate that participants with all profiles (undergraduates, novice or experienced teachers) contribute to the construction of knowledge of others. Based on these results, and supported by the concepts of PCK and knowledge of teaching practice, we propose the interpretative hypothesis that ZDPPs are not established only as a result of hierarchical relationships, but also as a result of the specific contexts of the interactions of each group of participants.