Literaturnachweis - Detailanzeige
| Autor/in | Seng, SeokHoon |
|---|---|
| Titel | Assessing Growth in Thinking Abilities in the Primary School Classroom. |
| Quelle | (1998), (19 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Classroom Environment; Foreign Countries; Higher Education; Outcomes of Education; Primary Education; Teacher Education; Teacher Role; Teacher Student Relationship; Singapore |
| Abstract | The dynamic involvement of both teachers and learners in the classroom is not a recent goal of educational reform. Various theorists in the history of psychology and education have made contributions to the approaches and research supporting this view. Many sound pedagogical programs to help teachers interact in the classroom have been developed and introduced into the schools. This paper examines the concept of Mediational Teaching, which pivots on the subtle, social interaction between the teacher and the learner in the enrichment of the student's learning experience. Defining mediational teaching as the process by which a mediator (teacher) organizes and interprets the world to the students, the paper focuses on the theoretical positions of two major figures of socio-cultural psychology, Lev Vygotsky and Reuven Feuerstein. The paper then describes a study of a recent, practical application of their instructional skills in Singapore, where Mediational Teaching is being incorporated into the preservice training modules. The paper highlights the evaluative aspects of the mediational skills approach in the primary classroom and elaborates key preliminary findings. Those findings include: (1) preservice teachers sent to the primary schools tended to focus on pupil behavior problems whereas those in secondary schools focuses on learning problems; (2) a few teachers indicated some conflict when their supervisors suggest a teaching style that does not allow for mediational teaching; and (3) the most difficult mediational skill to implement was mediation for self change. (Contains 14 references.) (HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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