Recentering the teacher: from transmitter of knowledge to mediator of learning

Abstract

In this article we report on the findings of a pilot study conducted with a multi-cultural group of 40 practising teachers who are currently enrolled for an Honours B.Ed.-degree at a South African university to determine their understanding of a mediational approach to teaching. The results, based on the findings of a quantitative survey, revealed deficiencies with regard to the group of teachers' understanding of the meaning of the concept mediation and its related processes and competences. The significance of the article lies in the exploration of both the understanding of the concept mediation that focuses on nurturing and advancing a culture of human rights in teaching and learning, and the possible translation of this understanding into teaching practice in South African classrooms. The data were analysed by the Statistical Consultation Services ot the North-West University, Vaal Triangle Campus, making use of descriptive statistics such as frequencies, means and percentages were calculated.

Keywords:

• mediation of learning
• constructivism
• norms and standards for educators