Teacher mediation in the traditionalist model and its influence on memorization processes during the development of reading and writing

Abstract

the role of teachers as mediators in the traditionalist pedagogical model. And at the same time, recognize the influence on the development of cognitive processes of memorization within reading and writing. The study was carried out during the pre-professional internships (PPL), which allowed direct observation of the educational context and the strategies used by the teacher. A theoretical approach based on pedagogical models of teaching and the principles of educational psychology was used, applying the case study methodology. The educational population was made up of second-year students of Basic General Education (EGB). In an educational institution located in the Batàn sector of the province of Azuay, Ecuador. Within this, the findings established that the use of repetition and memorization are central elements of the traditional approach. In this sense, it was identified that the educational process has been identified by the rote and the routine in the intellectual field, possibly because an active and participatory education is not encouraged in students. It was evidenced that repetition and memorization favor early vocabulary acquisition, letter identification and word recognition.