Controlling and structuring mediations: a way of thinking about teacher education

Abstract

Based on a detailed approach to the system regulations of teaching, we propose an ideation/conceptualization of mediations. Approaching this development from a Vygotskian perspective, we detail the pursuit of internalization, which enables the mechanisms of internalization, as well as the notion of mediation. We distinguish between controlling and structuring mediations. Once internalized, controlling mediations influence how learners control regulations which can develop into a self-regulated learning style. Internalized structuring mediations influence how learners make sense of knowledge. Based on this conceptualization, we outline new ways of thinking about education.