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'Becoming experts': learning through mediation

Purpose – This study is largely founded on Vygotsky’s sociocultural theory, Feuerstein’s theory of Mediated Learning Experience and Lave and Wenger’s ‘community of practice’, which concerned building a community of learners that places mediation as central in learning and teaching. While the overall...

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Main Authors: Abdul Rahim, Fauziah, Hood, Philip, Coyle, Do
Format: Article
Language:English
Published: UUM College of Arts and Sciences 2009
Subjects:
LB Theory and practice of education
Online Access:http://repo.uum.edu.my/208/1/Fauziah_Abd_Rahim.pdf
http://repo.uum.edu.my/208/
http://mjli.uum.edu.my
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spelling my.uum.repo.2082010-07-11T03:10:43Z http://repo.uum.edu.my/208/ 'Becoming experts': learning through mediation Abdul Rahim, Fauziah Hood, Philip Coyle, Do LB Theory and practice of education Purpose – This study is largely founded on Vygotsky’s sociocultural theory, Feuerstein’s theory of Mediated Learning Experience and Lave and Wenger’s ‘community of practice’, which concerned building a community of learners that places mediation as central in learning and teaching. While the overall study involved Malaysian Year One English and Mathematics classrooms, this article focuses only on the latter. Two research questions were posed: 1) How does the teacher/peers mediate learning? 2) How does mediation influence the individual’s identity? Method – This qualitative study was conducted within a period of three months. Data collection included intense classroom observations, interviews, classroom discourse and dialogic discussions with teachers and pupils. Microgenetic analyses of transcripts were made to show moment-to moment changes observed.Findings – Four types of mediation emerged from the data : Environmental mediation, cognitive mediation, affective mediation and metacognitive mediation (i.e., an ECAM model for mediation).Findings suggest that mediation enabled the Mathematics teacher to change, to take ownership and to sustain her new pedagogical approaches within the classroom. This re-focusing benefited her pupils, and dramatically changed a particular less able pupil from one who was initially ‘lost in his world,’ into one who was able to engage in the learning process, take ownership of his own learning, as well as mediate other pupils’ learning. Value – Hence it is argued that the ECAM model for mediation provided opportunities for this teacher and her pupil to expand their capacity to learn and develop their identities as individuals capable of learning and becoming ‘experts’. UUM College of Arts and Sciences 2009 Article PeerReviewed application/pdf en http://repo.uum.edu.my/208/1/Fauziah_Abd_Rahim.pdf Abdul Rahim, Fauziah and Hood, Philip and Coyle, Do (2009) 'Becoming experts': learning through mediation. Malaysian Journal of Learning & Instruction, 6. pp. 1-21. ISSN 2180-2483 http://mjli.uum.edu.my
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Abdul Rahim, Fauziah
Hood, Philip
Coyle, Do
'Becoming experts': learning through mediation
description Purpose – This study is largely founded on Vygotsky’s sociocultural theory, Feuerstein’s theory of Mediated Learning Experience and Lave and Wenger’s ‘community of practice’, which concerned building a community of learners that places mediation as central in learning and teaching. While the overall study involved Malaysian Year One English and Mathematics classrooms, this article focuses only on the latter. Two research questions were posed: 1) How does the teacher/peers mediate learning? 2) How does mediation influence the individual’s identity? Method – This qualitative study was conducted within a period of three months. Data collection included intense classroom observations, interviews, classroom discourse and dialogic discussions with teachers and pupils. Microgenetic analyses of transcripts were made to show moment-to moment changes observed.Findings – Four types of mediation emerged from the data : Environmental mediation, cognitive mediation, affective mediation and metacognitive mediation (i.e., an ECAM model for mediation).Findings suggest that mediation enabled the Mathematics teacher to change, to take ownership and to sustain her new pedagogical approaches within the classroom. This re-focusing benefited her pupils, and dramatically changed a particular less able pupil from one who was initially ‘lost in his world,’ into one who was able to engage in the learning process, take ownership of his own learning, as well as mediate other pupils’ learning. Value – Hence it is argued that the ECAM model for mediation provided opportunities for this teacher and her pupil to expand their capacity to learn and develop their identities as individuals capable of learning and becoming ‘experts’.
format Article
author Abdul Rahim, Fauziah
Hood, Philip
Coyle, Do
author_facet Abdul Rahim, Fauziah
Hood, Philip
Coyle, Do
author_sort Abdul Rahim, Fauziah
title 'Becoming experts': learning through mediation
title_short 'Becoming experts': learning through mediation
title_full 'Becoming experts': learning through mediation
title_fullStr 'Becoming experts': learning through mediation
title_full_unstemmed 'Becoming experts': learning through mediation
title_sort 'becoming experts': learning through mediation
publisher UUM College of Arts and Sciences
publishDate 2009
url http://repo.uum.edu.my/208/1/Fauziah_Abd_Rahim.pdf
http://repo.uum.edu.my/208/
http://mjli.uum.edu.my
_version_ 1644277738391994368
score 13.211869

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