Download
1 / 27
280 likes | 526 Views
The teacher mediator in the optics of high school students. Dissertation presented for the Master of Education Degree at the Federal University of Parana, Brazil.
E N D
Dissertation presented for the Master of Education Degree at the Federal University of Parana, Brazil. Aiming to determine whether the profile of teacher mediator in the optics of high school students coincides with the profile the mediator determined by the twelve characteristics of mediation in Feuerstein. 300 students, in a great school of Paraná, responded to questionnaires.
Reuven Feuerstein Theory of structural cognitive modifiability.
Problem: How the high-school student s realize the mediation of their teachers? Hypothesis: The students identify in the performance of their best teachers the same characteristics that Feuerstein proposed as criteria of mediation.
Metodology: 1 – Questionnaire applied to classes of the High-School Marist Santa Maria. (Questions for each criteria and one open question). 2 – Interviews with 12 students. 3 - Qualitative analysis of the percentage of the answers, and the summary of answers about the open question and the texts of interviews.
How many times the students realize the 12 criteria in their teachers? Times of “always” and “in most cases”:
Example of questions of the first criteria (intentionality and reciprocity) • 1.1 When the teacher teaches, he tells clearly what the aim of the class is. • Never Few times In most cases Always • 1.2 The teacher does everything he can do to reach your willingness to learn. • Never Few times In most cases Always • 1.3 You can realize in his actions that he really wants you learn. • Never Few times In most cases Always • 1.4 Before beginning to teach the issue, he wins your attention. • Never Few times In most cases Always
Times of “always” and “in most cases”: Percents Média 84,5 Average
Resultsfromthe“open” question: “In youropinion, whatshould be the main characteristic of a good teacher?”
He needs to be friend, to have a good relationship with the students. He has to explain very well. He has to know profoundly the content. know and deal with the individual characteristics of each student. He needs to be funny, be good mood. Being always ready to help. He needs to hear the students carefully. He has to respect his students. He needs to gain the attention of students for his explanations He must have patience with the students, not argue for small reasons.
Conclusionsoftheresearch: The Hypothesis of research is partially confirmed! Students identified in the performance of their best teachers the same characteristics as Feuerstein proposed as criteria for mediation, meanwhile they note a different frequency that proposed by the theory’s author. While Feuerstein proposes universal criteria as the first three and tenth as necessary for any act mediated, students cited as the most frequently only two: the first and tenth.
The criterias in the order of the observation of the students:
According to the students, the most important characteristic of a good teacher is the quality of the relationship he builds with them.
Propose: 13thcriteriaofmediation Mediation of the construction of the teacher-student’s link.
Why it is possible to propose the 13th criteria? Isn’t it considered indirectly in the theory?
Answer: By the same reason that Feuerstein emphasizes the modifiability axioms, even when they are already considered in the first one.
MODIFIABILITY AXIOMS 1 – Every person is modifiable. 2 – This single person is also modifiable. 3 – I am myself modifiable. 4 – ( . . . ) 5 – ( . . . )
From the research: • Excellent teacher: • He mastered the content (update, depht, meaning). • He knows how to explain. • He’s “friend”.
From the research: • An excellent teacher is “friend”. • He listens me with great interest. • He acts with authority with tranquility, calmly. • He acts with justice.
13thcriteriaofmediation Mediation of the construction of the mediator – mediatee’s link.
www.marcosmeier.com.br MEIER, Marcos; GARCIA, Sandra. Mediation of Learning. Contributions of Feuerstein and Vygotsky. Curitiba, Author’s Edition. 3th Edition. 2008
Maieutics: the Socratic art of teaching students to think. 2 functions: Hismother: midwife. Help with births. Genesis of ideas. Hisfather: Sculptor. Stoning. Making better.
Dear Marcos Thank you for your paper which is very interesting. I am looking forward with great interest to your entire book. If you are interested I will be ready to write a foreword. Your suggestion to add to the parameters an additional one which will deal with the relationship between the mediator and the mediatee is absolutely justified as an elaboration in a detailing of what is actually included in the concept of intentionality which includes the type of changes with the intention to mediate produces in the three partners of the mediational interaction – the mediator, who has to change himself to create a relationship with the mediatee, and this relationship may vary from case to case. The changes produced in the object of content, idea, philosophy of feeling to be mediated and ultimately the great changes produced in the mediatee, in his way of relating himself to the interactive process and the changes produced by this process in him. Your intention to add this parameter may be a wonderful opportunity to offer the necessity to detail and extend the concept involved. With best wishes Prof .Reuven Feuerstein
