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This article focuses on relations between a new teacher and a teacher educator as these played themselves out in the course of a two-year study of a teaching education program. Ordinarily, the concept of the zone of proximal development is used to theorize the learning that occurs in such a relation in asymmetrical terms, where the teacher educator would be placed in the leading position whereas the new teacher in training in the learning position. Our case study shows, however, that learning occurs for both participants in the relation and that the very question of who is in the know—that is, who becomes “the more competent peer”—arises from the relation that constitutes a zone of proximal development. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals: the institutionally designated teacher becomes the student and the institutionally designated student becomes a teacher. This then requires an approach to the zone of proximal development that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation.

Towards a more symmetrical approach to the zone of proximal development in teacher education