Teacher’s Role: Mediator of Learning and Culture
The Evolving Role of the Teacher
The new functions now ask the teacher:
- Programming and teaching areas and subjects.
- Assessing the student learning process and evaluating the teaching process.
- Student mentoring, direction, guidance, and support for their learning in their educational process, in collaboration with families.
- Educational and vocational guidance of students, with special departmental collaboration.
- Attention to the intellectual, emotional, social, and moral development of students.
- Organization and participation in activities, inside or outside the planned campus in the center.
- Contribution to the center’s activities that are developed: respect, tolerance of participation.
- Regular information to families about the learning process, guidance for their cooperation in it.
- Participation in general school activities.
- Coordination of training activities.
- Participation in the evaluation plans determined by the education authorities or schools themselves.
- Research, experimentation, and continuous improvement of teaching processes.
The teacher as an explainer and as a socio-cultural animator has no future.
The plan states a mandatory minimum for all programs, to be deposited in the mind and memory of the learner in a given time and at a precise rate. The school focuses on activities to learn methods or ways of doing with some contents. The activity is usually the center of the room and the group dynamics of motor learning. Work in a large group or a small group to investigate.
The ways to override the forms of knowledge are action over reflection and teamwork over individual work.
Many of the readings of the same discovery learning and often also surface a mere discovery.
The construction of knowledge by learners is often based on induction.
The Teacher as a Mediator of Learning
- You have to know how to identify what capabilities, skills, and learns an apprentice in a specific situation. The teacher chooses the content and methods.
- Excessive rote learning hinders contra-learning and generates the internalization of the process.
- The skills and basic skills are developing very slowly, but when a particular skill is internalized structurally, it facilitates cognitive learning, and blocks will be lower. Also, the student will improve their self-esteem, and this will make the teacher feel better professionally. This is a team effort.
- If we develop skills and abilities, we are developing a process-centered teaching, and we are improving the mental tools to learn. This potential development of intelligence is a good selection of content and methods, well-targeted as part of learning to learn.
- For students with learning problems, the teacher has to select content having content and aimed at developing skills and abilities.
- This mediation develops values, attitudes, and emotional processes by the team of teachers, so we can speak of institutional mediation.
The Teacher as a Mediator of Social and Institutional Culture
The mediational methodology involves the institutional organization of content and methods aimed at developing cognitive and affective processes.
What tends to be once the school is the attitude.
The teachers are mediators of social and institutional culture, first by identifying the appropriate skills and values to try to develop them further, to have this curriculum.
Besides, there is a mediational methodology to select content and methods for developing skills and values objectives.
The school as an institution should also develop emotional intelligence in the context of social and institutional culture.
The distance between the institutional design and the curriculum tends to be very wide: to facilitate the development of values through recourse to the standards, content, and cross UDs.
This can be helpful but insufficient. The content is developed intelligence and emotions are usually placed outside and still other ways:
- Values are developed by some content: It is evident that some content develops values and attitudes, especially those related to social sciences, philosophical, ethical, or religious.
- Values are developed by cross UDs: In this context, it is usually artificial to develop a certain value. This approach can be helpful but insufficient.
- Values are developed by standards: The standards can help develop values, but only when internalized. When rules are applied, they can have the opposite effect in the form of anti-values.
- Values are developed through institutional climate: Educational organizations have their own culture that gives coherence, and this culture creates an institutional climate. Thus, the institution provides or not, the development of individual stocks. In this climate, a style of person or citizen is fostered. The institutional culture and climate have emotional tones and styles and are evaluative cultures with DNA to develop values and attitudes.
- Values are developed by example and modeling individuals: Both children, adolescents, and young people develop behaviors from imitatory behaviors in their students or at least some of them.
- But above all, the values are generated by the emotional tone of the methodology or ways of doing in the classroom.
But besides the securities are to be read and practiced by the teacher from the perspective of metavalue (they act as interpretative criteria of value and indicate the basic dimensions of it).
The Teacher as an Architect of Knowledge
- It must generate inductive sequences based on the experience of apprentices or deductive, from concepts to try to get the facts and explain these.
- Besides, it should take into account the preconceptions of learners to locate and place the new that is learned in what is known.
- You have to use techniques such as mental representation, imagination, conceptual diagrams, and maps.
We speak of a triple-cyclical process of learning: science, constructive and meaningful reconstructive, where trainees from the previous concepts and their experience, find meaning in what they learn and act as participants in their learning.
That is how intrinsic motivation arises in internal self and intrinsic motivation in the matter.
Knowledge requires the transformation of images into concepts.
Being an educator today requires a choice of life requires that this right of its educational task the very raison d’etre.
Demands and Responsibilities of the Educator
- Being a possessor and bearer of an offer axiological.
- Presence and closeness.
- Consistency between the proclaimed values, thought, and lived.
- Listening respectfully and open to dialogue.
- Honesty to experience their values without tampering.
- Respectful of freedom of the learner.
- Stimulate and encourage in students the capacity to engage with the values assumed.
- Open.
- Able to express the values using current signs and gestures.
- Tolerant pluralism demonstrations way of being.
- Free, must fight and expose injustices.
- Knowing and facilitator. Steps to take:
- Creating an appropriate environment or climate.
- Awareness of one’s values.
- Focusing between values lived and proclaimed.
- Enhancing or severance, change of values found.
- Analysis of means of expression available.
- Search and facilitating opportunities for reflection.
- Knower of the alternative methodologies.