%0 Journal Article
%@ 978-979-16353-7-0
%A Rustanto , Rahardi
%A Faculty of Science and Mathematics Malang University,
%D 2011
%F UNY:916
%I Department of Mathematics Education, Yogyakarta State University
%J PROCEEDINGS International Seminar and the Fourth National Conference on Mathematics Education
%T Valsiner’s Zone Theory As The Teachers’ Zone Of Proximal Development
%U http://eprints.uny.ac.id/916/
%X The research, develop and validate the theory and development of teacher educators of mathematics learning will lead to a better understanding of how expertise is developed in carrying out professional duties. In doing so, will provide evidence to inform discussions about what constitutes best practice in mathematics teacher education. The concept of Zone Proximal Development (ZPD) which was developed by the Soviet psychologist Lev Vygotsky and social constructivist (1896-1934) provides an interesting metaphor for designing teaching and learning to analyze, this poses a real challenge when it is practiced. Valsiner has broadened its interpretation of the concept of the ZPD Vygotsky to combine the social setting and the objectives and actions of participants. The theory proposes the existence of two additional zones, Zone of Free Movement (ZFM) and Zone of Promotion Action (ZPA). ZFM is a binding agent that is given by adults to limit access to its territory the child, object, or way of acting on those objects. While the ZPA is what adults are promoting, with no obligation for the child to receive what is being promoted. Further development of the zone when interpreting the ZPD of practitioner Valsiner found the presence of an Illusionary Zone (IZ). The presence or absence of IZ in practitioner provide insights for the development of potential teachers. Exploration in the field found a lack of connection to the conceptual understanding of procedural understanding, this situation makes IZ suspected.    Key Words: practitioner, ZPD, ZFM, ZPA, IZ