A variety of tools that were integrated into the discourse helped in structuring a goal-orientated process. These tools contributed to delaying teacher reactions and encouraged them to observe learning situations. As a result, the teachers tended to take more time and consider alternatives before reacting to a problem with additional activities, or by concluding that the pupil is simply weak. The following examples highlight expressions that attest to the teachers' growing awareness of mediated reactions, where their previous immediate reactions were replaced by mediated ones.
Ronit: I, for one, [usually] hand out worksheets. So now I am asking myself what good will it do? Where will they not succeed? What would my pupils find difficult?
(Participants’ observations, emphases added, May-June, 2004)
Tamar demonstrated glimmers of having internalized the importance of the reflective discourse. Her newly developed insight drew her attention to the importance of a delayed reaction:
I begin to see certain things…with Tiki's influence... [Earlier] I had a tendency to run forward. Tiki, all the time with her 'verbalizations' and the reflection… [In a humorous tone]
Clara’s delayed reaction finds expression in controlled, rational, goal-oriented planning in contrast with her past immediate reactions:
Today I know where I am going. [Gradually] from something basic…
like a point from where you start a line. Earlier directions were given without thinking how the pupil would perform, without knowing what the teacher expects of him. We teachers did not make ourselves clear, not to ourselves, or the pupils…I used to ask 8th grade pupils to write a composition (in ironic tone). I don't understand how I thought that they could do it just because I told them that a composition should have an opening, a body and an end.
4.3.1.5 Mediating teacher learning within the ZPD - a multi-dimensional interactive process
The findings of the discourse analysis identified the contribution of various visual representations (such as rubrics, the learning cycle, and curriculum planning) as psychological tools for mediating teacher progress. An essential mediating tool throughout the reflective discourse was the construction of the skill rubrics. I will first concentrate on its impact.
a. The rubric – mediating self-regulation throughout the mentoring discourse
Based on the teachers' written and oral reflections (19 out of 27), many attributed their individual development to their experience with the different tools. The rubric was demonstrated as a central vehicle in the mentoring process that served in mediating the teachers' metacognitive growth (Table 4.2). Orna ascribed her progress to the on-going negotiations and restructuring involved in building the rubrics. In addition, she also highlighted aspects of the participant structure that were transformed by this tool – from the isolated work of individuals to collaboration and negotiation guided by a shared goal:
Had I taken the [skills] pamphlet, read it [without being involved in constructing it]…I would not have the dialogues that were created [during the discourse] and the shared thinking. Grappling with the
when the goal was to create a meta-language… I remember the arguments [emphasised tone] about the meaning of concepts.(June 22, 2004, emphasis added).
Orna's progress illustrates the dual function of the rubric; as a tool for developing knowledge as well as an assessment tool. At this stage, she used the rubric for monitoring and assessing her team's programme in comparison with new aspects (standards) in the new state curriculum. Expressions of self-regulation (such as reflection, initiation, monitoring and feedback on performance) accompanied her proactive behaviour (June 22, 2004, emphasis added):
Orna: Today, again, when I read the rubric I stopped: Perhaps we should consider reorganisation [of the skill dimension]…
Tiki: With what are you not satisfied?
Orna: The issue of coherence. It doesn't work systematically with the new book [the one based on the state new curriculum]. When we reach the subject of the paragraph we need to instil the skills our way [the team's innovation]. The whole process is missing [in the new book].
They [in the new state curriculum] inserted the references, which is fine with regard to the paragraph. They want to register in writing that [the pupils] write in a higher register. I want to improve [these aspects in the rubric]. It is beautiful that nothing [in teaching strategies or approaches] is sacred. Today I use more reasoning [judgement].
Orna's last sentence demonstrates her engagement in an ongoing learning process.
This level of progress was similar to that of the other co-ordinators. Their learning also transcended to higher levels of implementation in the learning cycle, the creative one:
Almost in any involvement you discover new things. I am plenty occupied [with the skills] and yet there is a lot more to innovate…in redesigning the rubric in [the component of] identifying characteristics for comparison… (Sigal, interview, June 22, 2004)
And the mentor’s accompaniment throughout the mentoring discourse:
Sigal: You are close at hand, coaxing us to experiment and not to accept ready-made material. To experiment despite the difficulty and the heavy workload that exists anyway (November 11, 2003).
Experiences accompanied by a reflective discourse fostered the teachers' ownership of the change in curriculum (by integrating their innovation into the school curriculum). As Orna emphasised:
It's important that we do not receive every thing ready-made. When it does not come from above [imposed change] it is easier for us to identify with. The former tools have not served me…Today, after what we experienced, I feel it's easier. The tools assist me and the pupil.
And Sigal acknowledged the contribution of the Kolb model:
The learning cycles – which were well known to all of us – took on a new significance…I told myself last year: 'What's the problem?' Within three weeks I am transmitting the skill [in class]. But you realize that it is not that simple. Now I see that each dimension [of the comparison skill] is far too complicated. Ready-made instructional materials [such as books] are not enough…(May 30, 2004)
Through the mentoring process, teachers received constant appraisal of their progress that was sensitive to their level of development. I needed to be flexible in order to adjust the mediation process to the level of each teacher. Clara's words expressed appreciation for this gradual support:
Today I feel more organised as a result of the process. Mentoring is important when it is conducted in stages.