Abstract
The research which developing and validating the theory of teacher educators and the development of mathematics learning will involve better comprehension about how could the skill is developed when doing the task professionally. When doing that, will give proof eo inform the discussion about what is the best practice in the mathematic teachers education.
ZPD concept which is developed by Soviet’s psycolog and social constructivist, Lev Vygotsky (1896-1934) give interesting metaphor to design teaching and analyze learning, it cause real challange if it is practiced (Shabani, etc. 2010). Goss (2009) state that Valsinner’s zone theory reinterpret and expand Vygotsky’s concept about Zone Proximal Development (ZPD) to combine the social rule and aim and participants’ action. His theory state two adding zone, Zone of Free Movement (ZFM) and Zone of Promotion Action (ZPA). ZFM is an agent which tie something which is given by adult to restrict access to their children’s area, object, or way which works on that object. And ZPA is something which is promoted by adult, and there is no obligation for the children to accept what is being promoted.
Remember the links between all of the zones, ZFM, ZPA, and ZPD, and ZPD is ontogenetic (for the student), and ZFM/ZPA is microgenetic (between student and environment) so it can be observed, so it is reasonable to explore the ZPD of teacher, by using investigation ZFM/ZPA which is determined for the learner. So in the using of ZFM/ZPA, Valsiner gives a goal to observe how teacher understand their practice and gives information about their potency to developing inside ZPD.
Blanton, etc. (2005), define Valsiner’s zone as a way to translate ZPD from practice and found Illusionary Zone (IZ) and gives konwoledge for the teachers’ potential development.
Keywords: teachers’ practice, teachers’ development, zone proximal development (ZPD), zone for free movement (ZFM), zone of promotion action (ZPA), illusionary zone (IZ)
