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

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.