THE EFFECTS OF THE SECOND-ORDER OBSERVATION ON THE MEDIATION PRACTICES IN MULTIDISCIPLINARY CONTEXTS AT

THE UNDERGRADUATE LEVEL: THE CASE OF THREE ACCOMPANIED DEVICES§

Katya Luna Chrzanowski1, Kalinka Velasco Zárate2, Carolina Romero Salazar3, María Ester Alejandre Ortiz4.

1Universidad Autónoma del Estado de Morelos, (MEXICO) 2,3,4 Universidad Autónoma Benito Juárez de Oaxaca (MEXICO)

klunach@gmail.com, kalivz@gmail.com, carolainflais@gmail.com, mealejandre@gmail.com

Abstract The newest trend in the world of education leads to a shift from a paradigm centered on curricular content to a paradigm centered in the students’ learning processes. Teachers will now have to plan, implement, mediate and evaluate educational intervention practices with the purpose that each learner develops the ability to transfer knowledge(s) to a myriad of contexts. Now, in their role of companion-mediators, besides learning about theories and techniques, teachers will also need to try out new strategies and adopt other attitudes, on a trial and error basis, in order to succeed in deeply involving students in their formation process.

As part of the activities of the Diploma Program “Transition towards the learning centered paradigm” carried out in the framework of the Permanent Program of Teacher Education at the Autonomous University “Benito Juárez” of Oaxaca (UABJO), three teachers-researchers observed and were observed in their teaching practices. As a result of both peer observation and peer accompaniment reflecting on the conditions of the “teaching-learning environments”(TLE) that encourage or limit the students’ involvement in class, the teachers manage to reflect on peer observations of their own teaching practices. Consequently, teachers changed aspects of their TLE and, once more in accompaniment, the teachers assess the effects of such changes on the students’ attitudes. The second-order observation [1][2][3] is the methodological tool used to describe and analyze the classrooms’ reality.

Keywords: Long life training, accompaniment training environment, second order observation, undergraduate education, teaching learning environments.

1 INTRODUCTION The Program “Transition towards the Learning Centered Paradigm”[4], gathered a multidisciplinary group of teachers from both high school and undergraduate level of the different programs offered at the Autonomous University “Benito Juárez” de Oaxaca, (UABJO), interested in new strategies and conceptual tools that would assist them to perform their teaching tasks.

Among the particular conditions that favored the teachers’ participation in the Program, we underscore first, teachers acknowledged a deficiency in their own teaching (as opposed to their skills in their profession, for example, being an excellent accountant does not necessarily translates into being excellent teacher of accounting practices). Second, the teachers recognized the need to be up to date in the knowledge and management of new tools for teaching in accord with the learning and knowledge production centered educational UABJO model [5]. Because of the XXI century conditions students will face, which require the development of the capacity of transferring and generating knowledge in addition to being competent in problem solving in different contexts. Third, the teachers realized that, in the current environment, knowing new teaching tools is just not enough, but, even more, it is necessary to transform the idea of what being a teacher means, and carry out now a new accompaniment practice in the learners’ training processes. Last, the long hours spent in workshop activities encouraged the exchange of experiences and perspectives on the being a teacher at the UABJO, among different teachers from different academic departments, in a privileged space and time for a whole semester, a situation seldom achieved in the daily work at the University.

Proceedings of EDULEARN10 Conference. 5th-7th July 2010, Barcelona, Spain.

ISBN:978-84-613-9386-2001868

In this article, we will specifically address the experience that three teachers from the Faculty of Languages (Oaxaca Campus), the School of Sciences (Physics), and the Faculty of Veterinary Medicine in the Program; in particular we will focus on the consequences of this experience on their teaching practice. Having outlined this situation, the following questions are formulated:

What were the conditions of the accompaniment - training environment (ATE)1 “Transition towards the Learning centered Paradigm that affected the teachers who in turn displayed innovative actions in their own teaching-learning environments (TLE)?

What new conditions in the teachers’ teaching-learning environments (TLE) impacted the students’ attitude?

2 ACCOMPANIMENT - TRAINING ENVIRONMENT (ATE) DESCRIPTION We will describe the characteristics of the Program’s ATE and the way it was carried out. The general objectives were as follows: 1) to propose situations for teachers to be able to reflect on their teaching practice in a self-critical way, to hear oneself and to observe oneself in the context of a heterogeneous and multidisciplinary group in the interactions caused by a mediation oriented towards encouraging multimodal interpersonal communications[7], complex and multidimensional, and above all, in an atmosphere of trust; 2) to develop the skills a researcher needs to be able to conduct the participant action-research [8,9,10,11] of their own teaching practice, 3) to train a group of teachers as accompaniment-mediators of their peers in an accompaniment - training environment sense [12] of their peers to achieve the reflective distancing from their own teaching practice in the same process of observing the observations [1,3].

The ATE in question was carried out in three stages:

First stage: ‘Raising awareness’. In this stage teachers shared with group their professional training, personal and academic experiences as well as their conceptions of being a teacher, of teaching and learning, and explored their corporeity [13] in conventional and non-conventional interactions, oriented to being aware of their emotions and attitudes toward the rest of the group members. Teachers kept a personal diary where ideas and feelings derived from the experiences in each working sessions were written. They also explored methodological concepts on accompaniment in a training sense as well as different techniques for individual, pairs and group work organization. The analysis of texts included in the Program’s anthology was also done. Teachers did exercises to understand the relationship between spaces and time together with the rhythms of interaction in the classroom; notions on the concept of competences were discussed [14]. Thus, teachers faced the task to solve problems (Task Based Learning) [16], revised teaching techniques for transposition of knowledge[18] and carried out projects that required the contextualization, de-contextualization and re-contextualization of knowledge for their accomplishment[17,18]; teachers discussed and reflected on concepts related with planning, on the setting of learning objectives, on strategies such as organization, affective-emotional regulation and communication [19]; an essay on the meaning of being a teacher was also written.

Second stage: The participant action-research. During four months, the group members became researchers of their own teaching practice. Organized in multidisciplinary pairs, the teachers performed Second Order Observations [1] of the teaching-learning environments (TLE) that had been set up in their courses. Observers wrote an observation report including reflections on what they had observed. Later, this report was sent to the Programs’ mediator who commented on it and returned it to the observers who, in turn, sent the report back to the peer whose TLE was observed. Teachers then read their observers’ observations, reflected on and made their own comments about the comments in the same report, which was sent back to their observer again. Finally, the observer sent

1  In the field of Education, the term training environment (Dispositivo de formación in Spanish) is used to refer to a group of elements (actors, objectives, implemented activities, employed resources and rules that both forms of interaction and action conform to) organized in such as way that, when put in motion, lead to a determined educational goal’s achievement, which corresponds either to a social demand or to individual needs. In this article, we will refer to accompaniment training environments (Luna, 2005,pp 107-108)[12]), not to accompaniment teaching environments, this implies, for the teachers that mediate in the process, to establish the necessary conditions so that the teachers under training go through processes of subjectivation that allow them to question normality, to identify themselves as a subject in front of other subjects, to perform deep changes in their dispositional system (system of representation) and to solve problems in fields of complex interactions in autonomous ways. Training is a process that demands the construction of inter-subjectivity to favor the subject’s recognition, transformation and self-construction in their relation with others (Yurén, 2005, pp.22-29). [6]  

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the document to the Program’s mediator. A collaborator videotaped the teaching sessions and gave a copy of the video to the observed teacher. With these referents the binomial (observer-teacher) went back to the practices field, now with a different perspective since their referents had been changed in the process of observation-reflection on the accompaniment observations. The teachers tried out other forms for conducting their TLE. Their accompaniment peer listened to them and commented on the effects of those changes performed in the development of the TLE. The accompaniment observations occurred throughout the whole academic semester.

Third stage: Analysis, writing up, and presentation of the research results. In this stage the group was organized in 4 teams (6 members each) who analyzed the observation reports generated by them. Their task was to reconstruct the TLE of the participant teachers’ courses and to organize and categorize the narrations in the reports using the model proposed by Luna [20]. At the end of each month, in a plenary session, the whole group gathered in order to exchange information and evaluate the advances in this work. To work on the final report, an editorial team was formed. The editorial team worked closely with the accompaniment - training environment’s (ATE) mediator on the reflective analysis of the investigation process.

The ATE was evaluated by submitting the TLE observation reports, an essay on the experience, a self-evaluation exercise on the process, as well as an evaluation of the ATE Program.

3 RESULTS AND DISCUSSION

3.1 Consequences of the accompaniment - training environment (ATE)on the Psycholinguistics and the Theory of Second Language Acquisition/Learning (SLA/L) Theory, Electromagnetic Theory II and Rural Sociology teaching-learning environments (TLE).

As mentioned in the introductory paragraph, this paper emphasizes the effects that the described Program’s ATE had in the displayed TLE of three teachers’ courses: (Psycholinguistics and the SLA/L Theory, Electromagnetic Theory II and Rural Sociology), as a result of the accompaniment observations and reflections on what had happened in both the Program and the courses taught in that semester. Tables 1, 2, and 3 show what the teachers inform about the changes implemented in the displayed TLE of these courses and that constitute changes in their teaching practices as well as the consequences these had in their groups.

Table.1 Activities and consequences in the teaching-learning environment (TLE) course Psycholinguistics and the Theory of Second Language Acquisition/Learning

ACTIVITY CONSEQUENCES

“Ice-breaker”: corporal expressions; use of space in non conventional ways in group, means of communication different from the habitual ones.

Nice working atmosphere, group’s integration, expression in trust, non conventional communication was fostered, routine was broken, free movement, free communication, group interaction in the exploration of new ways of relation and living together.

“Constructing an assembly”

“Setting up spaces for long distance interaction and communication”

Teacher and students negotiate the classroom rules.

Discussion groups and classes on line were created; documents and links to websites with links related with the subject course content were posted; mediation of the information and the students’ cognitive self management.

“Classroom management techniques and group work organization in the classroom”

Encouragement of both individual and cooperative work, favoring emotional and ludic interactions; encouragement of self-regulatory processes for conflict resolution [21];

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communication was clear, cordial, and multidirectional.

“Sharing questions and concerns” Feedback on knowledge and experiences.

“Mixed group composition for students’ team work”

“Effective management of heterogeneity” [14 ] based now on diversity criteria such as gender, knowledge and skills level, as well as group’s identity and affinity criteria.

“Strategies oriented towards each of the students’ anxiety levels reduction even during evaluation” (Team solving exam with questions formulated by the students and the answers supported with previous readings and discussions).

Trust and relaxation atmosphere; optimal examination results.

An atmosphere of trust in opposition to an atmosphere with tension. In this TLE, mediation promoted the display of an atmosphere of trust and sensitive listening which stimulated motivation and thus students’ and the mediator’s deep involvement in the class activities.

Table. 2 Activities and consequences in the teaching-learning environment (TLE) course Electromagnetic Theory II

ACTIVITY CONSEQUENCES

“Group Discussions" Promoted the communication-interaction among students.

“Accompaniment mediation”. (The teacher limited herself to orient, to solve questions, provide hints, to formulate questions that sparked students’ discussion).

Members’ group involvement in the activities, meaningful learning since the students’ previous experiences and interests were considered to establish a link with the planned problem. [22]

“Bank of articles from scientific journals in foreign language”

Cognitive resources mobilization when translating or using reading comprehension strategies.

“Analysis of the main issue in the article, presentation of it to the group and discussion generation”.

Sharing of ideas and concerns.

“Shifting uncomfortable situations towards stability”

Students are inhibited in their expressions for fear to criticism.

“To supply the group with bibliographic resources for reference and consultation during the class and during presentations and discussions”.

Students responded with curiosity and, motivated, looked up in the texts information about the topics being discussed; didactic methodologies where motivation is an element and goal are those that pose active participation, and the development of students’ creativity and productivity, [23]

Interactive listening as opposed to the teacher’s discursive dominance. In this TLE the multi-referential mediation encouraged the strong interaction among the students who communicate with

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each other and mobilize their cognitive, attitudinal and technical resources moved by a genuine motivation to learn.

Table 3. Activities and consequences in the teaching-learning environment (TLE) course Rural Sociology

ACTIVITY CONSEQUENCES

“The transition from discourse to action” To perform adjustments in the form of evaluation, considering for the evaluation the students’ learning process, too.

“Adjustments in the evaluation practices”

Considering knowledge(s) based on concrete knowledge(s).

Know-how, which required the students’ practical performance in the assigned tasks: animals’ management, presentations, use of the Information technology and communication (ICT).

Self-knowledge, which is related to the students’ presence, their values, attitudes towards the everyday class challenges and the problems that arise, their involvement in the tasks and in their peers’ evaluation in similar tasks.

Developing social skills, (as shown by the classroom atmosphere and the students’ performance in their teamwork).

Written questionnaires based on readings.

Problem solving in the classroom

Multiple choice tests

Simple answers tests

Texts analysis

Finding answers to questions

Presentations in front of the group

Animal husbandry

Adequate use of ICT

Taking into account the students’ behavior in class

Taking into account the adopted attitude towards the everyday class challenges and the problems that arise.

Taking into account involvement in task

Peer evaluation in similar tasks

Teamwork

Peer collaboration

Solidarity

Equity

“Evaluation focused on the processes” It allowed the teacher to distinguish the students’ advancement in their learning through the course; it allowed both teacher and students to become aware of their weaknesses and the effort they had made, the form in that different knowledge(s) had been used to learn, oriented the teacher to implement didactic interventions for individual and group support along with the needs that came up in the process; it encouraged the teacher’s involvement in the students’ learning process.

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The learning process evaluation in opposition to the program content evaluation. In the TLE in this course, mediation was characterized by a new mediator’s (teacher) disposition, which consists of attending to all students’ needs. Attentive listening to students direct her to the appropriate didactic resources, as well as in the evaluation strategies – in a training sense- of the whole group’s learning processes and of each of her students.

In seminar meetings the teachers identified and characterized the changes they made to their TLE. This helps, as Arnold [1, p.4-6] says to construct meaningful distinctions, validated by themselves, which allowed them to describe a culture (that of being a teacher) based on the descriptive categories of their descriptors. They described, explained and interpreted their own accompaniment learning environments and their concept of being a teacher.

3.2 Change factors in the Accompaniment - Training Environment (ATE) To make the presentation of the results comprehensible, we distinguished the factors that standout in the reflective discourses of these teachers and organized them in the following categories: self-evaluation, observations of observations, teachers’ transformation into researchers and involvement in the process.

3.2.1 On the Self-evaluation The diagnostic self-evaluation of their teaching practice allowed teachers to identify aspects that were deemed as in need of modification. According to the teachers, this was the departure point to orient the observations’ focus, as well as to plan in accompaniment to increase the TLE´s modifications. Teachers wondered about the sense of the teaching objectives and goals and the actions performed in their courses; they also asked themselves about the material and information resources, the time dedicated to contents and activities implementation, as well as the feedback provided to students. Most important, they asked themselves the following question: which are the effects of the course I teach on the students’ professional identity configuration?

Self-questioning about the sense the course has for the students’ professional identity configuration, as De Miguel [24] has put it, implies that the teacher is aware of the structure of the teaching practice, the educational program and the effects these have on the students’ apprentisage.

Teacher’s self-evaluation guided the initial adjustment of the objectives setting, the planning and implementation of teaching and communication strategies, the group work organization and evaluation in the TLE of courses taught in that semester.

3.2.2 On the Observations of observations In the observation exercises, the teachers became aware of certain situations, not noticed before, in the ways the classes had been taught. The teachers stated that the accompaniment of pairs of observes provided them with the necessary feedback for the reflection on their teaching practice and, above all, it encouraged them to explore other forms of interaction with their students. The observation reports commented on by their peers, together with the video recordings of their class, offered a ‘mirrored’ look at themselves; they observed the observations made on their attitudes in front of the group, the ways they chose to organize the group activities and the class responses to specific situations. This finding of themselves was attributed to the presence of the “accompaniment-observer”. In this sense, Arnold [1] refers to the observations of observations as second order observations and points out: “a second order observer observes an observer’s observation, his or her observation and others’ observation”; thus, in the field of practices, the teachers are able to observe themselves in their observers’ and companions’ observations. This system of observations allowed the teachers, in their role of “second order observers”, distinguishing between the intentions and effects of communication, in the interactions in relation to how space is used, in the use of materials and resources, in the implementation of their TLE. Through this process, they were able to distance themselves from their teaching practice which, on one hand, encouraged the self-criticism of their practice and, on the other, the wish to modify some aspects of it.

3.2.3 On researching our own teaching practice In the analysis that the teachers conducted on the process they experienced in the Program, they identify themselves as researchers of their teaching practice, as the following narration specifies it: “In the Program’s second stage we became into researchers of our teaching practice during the 2009 second semester (August-December). This transformation occurred in the transition from being subjects that learn to being our own <<objects>> of study”. Treating the teaching practice as an

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object, which necessarily stems from the transition of one logic to another, allowed us to realize at a distance now, what we are and do so that it was possible to distinguish some issues that being a teacher brings with it…the path of the methodic research that we conducted as a group allowed us to act in the field of practices to transform them; we did some innovations regarding the use of space, the interactions we encouraged with our students, the strategies to stimulate learning, as well as the meaning and the instruments used to carry out the evaluation of what has been learned”. In this distancing from and examining the teaching practice as an object, the teachers related the information obtained from the readings to the accompaniment experiences, as the following statement shows: “together with Parra Sibaj (1998)[25], we think that observers cannot observe by themselves, in their internal perspective and without support, their own schemes of distinction. Therefore, it becomes necessary the use of ethnographic research tools. These tools allow the identification and study of the ways in which the knowledge the individuals posses about the normal courses of action, of their habitual matters and of the accustomed scenarios, is organized (Rizo, 2004 )[23] ”. This evidence shows that they succeed, in their analysis of their training and teaching practice, in appropriately contextualizing their findings.

3.2.4 On the involvement in the process The Program was on a 20 week period (150 hours total). Members interacted either on site or long-distance in pairs, in small groups, in the teachers’ room, in the computer lab, in the conferences auditorium, in the classrooms with students, at distance from home. They also described and recorded what had been observed in the TLE including the nature of interactions, the use of space, the objectives, the cognitive and material resources mobilization. The consequences of these interactions are visible in the documental records –diaries, observation notes and comments, in the video recordings, in email communications and pictures taken during the seminars. For the teachers, this intense and intensive exchange consisted of a strategy (of the Program’s ATE) that allowed them to distinguish elements from their own TLE, as the following statement shows: “This strategy allowed us the comprehension, reconstruction and re-signification of the TLE set in our courses; this had direct effects on the class’ work, in the accompaniment strategies and the learners’ evaluation”. Participation in all the Programs’ activities shows not only a teachers’ deep involvement but, above all, that these interactions motivated them to put their eyes on their own TLE, an authentic look that encouraged the understanding of what until now they had been doing in their courses; they questioned their strategies -not “teaching” strategies- but accompaniment ones; this is, besides making changes in the mediation strategies, signs of change in the discourse they use to refer to the teaching practice can be perceived, which shows in turn, a sensitive mobilization of their representations’ system [27]. Sharing with other teachers the knowledge and skills about the didactics of teaching and the classroom experiences allows for feedback in relation of what is done and how it is done in the classroom, to the extent of considering its modification. In this task, the teacher was open to the possibility of making mistakes, of learning and even of taking the opportunity to try out other forms of acting and doing. In other words, continuous teacher education was seen as part of the professional development, for their own benefit, for the students’ benefit and for the benefit of other teachers at the University.

The accompaniment-observation environment supported the activation of atmospheres of trust, in contrast to atmospheres in tension, it contributes to motivation and the students’ expression and involvement; mediation can encourage a strong interaction-communication; the teacher’s disposition to detect the particular and the whole group’s needs allow for monitoring 1) the strategies displayed by students to learn, 2) their learning(s) evolution, in the form of a formative evaluation, and 3) the teachers’ own teaching practice.

Observing one’s teaching environment was achieved by critical distancing from it to evaluate ones’ actions in the classroom.

The reliability of these results is found in the self-recognition of the system of observers by the observed community. The best complex phenomena explanations is reached attentively observing dynamic processes of mutual affectation, this is, observations feedback networks (observation/description/analysis/ research report) that support each other [1].

4 CONCLUSIONS The Accompaniment Training Environment (ATE) created the conditions that made possible the self-reflective distancing from the teaching practice with interactions of trust, of listening and accompaniment among pairs with a high degree of involvement and disposition for change.

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Modifications in the Teaching - Learning Environments (TLE) that the teachers taught were shaped by a sensitive look at themselves in the mirror through their observed peers.

Accompanying-observing produces a “boomerang effect” on teaching practice: The observer awareness is heightened when observing their peers, they observe themselves through multi-referential and multidimensional reflective spirals; thus, becoming deeply involved, the pairs of teachers support each other with reciprocal and constructive feedback and with reciprocity.

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[25] Parra Sabaj, Ma. Eugenia (1998) La Etnografía de la Educación. Cinta de Moebio, abril, número 3. Facultad de Ciencias Sociales Chile, Universidad de Chile. http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=10100308

[26] Rizo, M. (2004). El Interaccionismo simbólico y la Escuela de Palo Alto. Hacia un nuevo concepto de comunicación. En Aula Abierta. Revista electrónica Razón y Palabra, 40 :9 http://www.razonypalabra.org.mx

[27] Blin, J. F, (1997) Représentations, pratiques et identités professionnelles. Ed. L’Harmattan, Paris, Pp. 69-95

§ During the writing process, some terms were modified. Please read in the title "The case of three accompaniment learning environments" instead of "The case of three accompanied devices" and Kalinka Velasco Zárate, Carolina Romero Salazar, María Ester Alejandre Ortiz, Katya Luna Chrzanowski as the order of authors.

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