Teaching Role as Mediator and Self-Regulated Learning: Modifiability, Transformability and Dialogism as Principles for a Post-Pandemic Pedagogy

Authors

DOI:

https://doi.org/10.4067/s0718-73782023000100059

Keywords:

Interaction, Autonomy, Teacher, Learning, Self-regulation

Abstract

Emergency remote teaching has been a strategy used by educational systems to supply continuity of learning in the context of the Covid-19 pandemic. However, there are difficulties in its implementation given the need for certain levels of self-regulation for its proper functioning. In addition, as a post-pandemic effect, significant curricular and socioemotional gaps are clear in the teaching and learning process. Thus, the pandemic has shown the need for education systems to work more explicitly on education that encourages children to lead their own learning. This paper shows how the principles of cognitive modifiability, transformability and dialogism can allow revisiting the teaching role as a mediator, outlining the self-regulation of learning as an emancipatory and transformative ability.

Author Biographies

Ignacio Figueroa Céspedes, Universidad Diego Portales

Doctor en Educación de la Universidad Metropolitana de Ciencias de la Educación. Magíster en Desarrollo Cognitivo de la Universidad Diego Portales. Psicólogo de la Universidad de Santiago de Chile. Actualmente desempeña labores como académico e investigador del Centro de Desarrollo Cognitivo de la Facultad de Educación de la Universidad Diego Portales. Miembro de la Red Index for Inclusion Network. Sus líneas de investigación son inclusión educativa, desarrollo cognitivo, educación parvularia y aprendizaje profesional docente

Nicoll Jiménez Pasten, Universidad Diego Portales

Educadora Diferencial, Universidad de La Serena. Magíster en Desarrollo Cognitivo, Universidad Diego Portales. Investigadora Centro de Desarrollo Cognitivo, Facultad de Educación, Universidad Diego Portales

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Published

2023-05-15

How to Cite

Figueroa Céspedes, I., & Jiménez Pasten, N. (2023). Teaching Role as Mediator and Self-Regulated Learning: Modifiability, Transformability and Dialogism as Principles for a Post-Pandemic Pedagogy. Revista Latinoamericana De Educación Inclusiva, 17(1), 59–75. https://doi.org/10.4067/s0718-73782023000100059

Issue

Vol. 17 No. 1 (2023): Mediation and Self-Regulation of Learning: Strengthening the Autonomy to Learn

Section

Sección Temática

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