Mediation Learning in Classroom: a study with teachers and trainees

• Tatiane Lebre Dias ^[1] ; Sônia Regina Fiorim Enumo ^[3] ; Kelly Ambrozio Silveira ^[2]
  1. [1] Universidade Federal de Mato Grosso

     Universidade Federal de Mato Grosso

     Brasil

     
  2. [2] Universidade Federal do Espírito Santo

     Universidade Federal do Espírito Santo

     Brasil

     
  3. [3] Pontifical University of Campinas

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• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 289-298
• Idioma: inglés
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• Resumen

  • The Mediated Learning Experience theory, based on Vygotsky and Feuerstein, proposes criteria to evaluate and promote mediation in the teaching-learning process. This study compared the pedagogical mediation of Pedagogy teachers and trainees. A total of 78 classes (30 minutes, average) of 3 teachers (24 lessons, 8 lessons / teacher) and 4 trainees (48 lessons, 12 lessons / trainee) were recorded on a four initial series video in the State of Mato Grosso Elementary School in Brazil. The recordings were transcribed and the data categorized according to a checklist with 9 previously elaborated behavioral categories based on the observation of teacher-student interaction, with mediation criteria organized in 3 behavioral macro categories (C1-Mediation, C2-Regulation, C3-Responsivity). There were: a) in general, more behaviors as: Presenting task questions, Explaining the interaction purpose, Emphasizing the task importance, and Requesting self-regulation; and lower frequency of Make temporal cognitive bridges, and Give corrective feedback; b) teachers presented more C2-Regulation; and trainees, C1-Mediation and C2-Regulation, in the same proportion; c) C3-Responsivity was less observed, especially among teachers. There were meaningful differences between: a) for trainees, with more Emphasizing the significance of the task importance, Responding to the questions and Responding to the student's request; and less C3-Responsivity; b) for teachers, more Give positive feedback and C2-Regulation. These differences between teachers and trainees mediation may be due to variables such as professional time , work stress, coping and teaching engagement, suggesting new studies on the subject.