Resumen de Mediation Learning in Classroom: a study with teachers and trainees
Tatiane Lebre Dias, Sonia Regina Fiorim Enumo, Kelly Ambrosio Silveira
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.
