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Journal Article Review
Savannah Walton
EDUC 500 Liberty University
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In Adopting a Stance: Bandura and Vygotsky on Professional Development, Bandura and
Vygotsky attempt to ground professional development models in two theories of human
development: the social cognitive theory and the sociocultural theory. It’s explained that these
theories provide the building blocks for improving teacher learning in regard to improved
classroom instruction. Professional development is believed to be the most effective and
beneficial route to quality teaching, which is how to improve student learning. The social
cognitive theory and the sociocultural theory are two theories that were developed with mind to
the relationship between individuals and their environment. “These two theories are singled out
as foundations for professional development because of their immediate relevance to the
elements and models of professional development” (Eun, 2019, p. 76).
As stated in the article, the social cognitive theory is an emphasis on cognitive processes
in a human’s interaction with his/her environment. Self-efficacy is offered in terms of
perceptions in the social cognitive theory, and outcome expectations is another construct that
determines future performance. Within the social cognitive theory, self-efficacy is a better
predictor of future behavior than outcome expectations are; performance constraints may include
a lack of adequate apparatus and resources (Eun, 2019, p. 77). Teachers with a higher self-
efficacy are more tolerant, and more likely to exhibit patience with students who have learning
difficulties. The sociocultural theory is another theory that is based on the interactions of an
individual and his or her environment. This theory functions in two planes: one where two or
more people engage in social interaction, and another where knowledge and skills are negotiated
and become internalized to serve cognitive functions. In professional development, there are
seven major models. The training model as based on the social cognitive theory, allows
participating teachers with enactive mastery experiences and vicarious experiences. These lend
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themselves to higher self-efficacy among teachers. The sociocultural theory emphasizes social
interaction that occurs during the training. Two more models of professional development,
observation/assessment and mentoring, rely on pairs of teachers. A more experienced teacher is
ideally paired with an amateur teacher. Feedback is offered during observation to elevate the
performance of one another. The social cognitive theory emphasizes that feedback; the theory
states that immediately feedback increases one’s self-efficacy. Involvement in a
development/improvement process and study groups is a separate model with the goal of finding
a solution with research and discussion. A group model allows collaboration which results in
diverse thought and insight. Within the social cognitive approach, the goal is collective efficacy.
Sociocultural theory focuses on collective scaffolding. The author describes the final two
models, inquiry/action research and individually guided activities, as a way to focus on
identifying a prioritized problem that is concerning for an individual teacher’s practices. The
action step is to research and enact methods to ensure improvement. The author concludes that
the social cognitive theory emphasizes the importance of selecting one’s own learning goals,
rather than having them imposed upon by others. Self-regulation being the key component at
play in both theories. When implementing these models into professional development, the
article states, self-efficacy improves, and in turn so do instructional practices, all lending itself to
improved student learning. The author thoroughly defends this stance with detailed models of
professional development and their direct relation to both theories.
In future personal development, a practice of the models in this theory will be applied.
Particularly the focus of self-regulation and prompt feedback while working with partner
pairings. I would no longer consider myself an amateur teacher, but I am still capable of learning
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much from those with more years of diverse experiences. Feedback from such a colleague would
greatly improve self-efficacy in the instructional practices.
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References
Eun, B. (2018). Adopting a stance: Bandura and Vygotsky on professional development.
Research in Education, 105(1), 74–88. https://doi.org/10.1177/0034523718793431
