The development of social and practical concepts in learning to teach. A synthesis and extension of Vygotsky's conception

      Аннотация: This volume interrogates, considers, and expands on Vygotsky’s notion of concept development. It reviews Vygotsky’s account of concept development, and then shifts his discussion from biological examples to more contested social examples. Smagorinsky then examines concepts as cultural constructions, with attention to the cultural nature of concepts, and concepts and societal telos. The author then outlines processes that complement and enrich concept development, including concept development’s future orientation, the affective dimension of concept development, and creativity’s role in concept development as a higher mental function. Smagorinsky next takes Vygotsky’s notion of concept development’s “twisting path” and complicates it by questioning the extent to which social concepts have a clear meaning toward which any pathway may lead given their relativistic and ideological nature. This inquiry leads to the proposal of practical concepts that serve as fragmented understandings that generally cohere yet are inherently compromised by attention to contradictory means of mediation in social-cultural-historical contexts.

Ключевые слова: Beginning Teachers, concept development, Teacher Education, Vygotsky, social concepts, practical concepts, social mediation