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.
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