Interiorizačné a participačné aspekty pedagogickej komunikácie v prístupoch inšpirovaných Vygotského teóriou

The ideas of L. S. Vygotsky provide an important theoretical background for approaches of psycholog y and educational psycholog y which address the structure and function of the human mind from a socio-cultural point of view. In particular, Vygotsky’s ideas are considered a starting point for an explanation of the role f the teacher, who from the position of representative of an official culture mediates significant cultural tools, an act in which the use of semiotic tools (especially language communication) plays a significant role. However, it is remarkable that the specification of this starting point takes different forms in pedagog y and the theory of teaching/learning, varying from internalization models of development concentrating on transformation of social plans of activity to individual cognitive functions (see the conception of mediated learning by E. Bodrova and D. J. Leong) to participation models of development highlighting the significance of socioculturally meaning ful practices for the development and learning of individuals (see the conception of learning as dialogic inquiry of G. Wells). Despite the fact that both of these approaches perceive communication as a unique bridging component between individual cognitive development and the use of cultural tools, their different theoretical perspectives provide a good starting point for a discussion on the transferring of social plans of learning to individual plans, the role of culturally more competent others in learning at school and in explaining the role of language use in learning within the student-teacher relationship.