What are the challenges for pre-service teacher educations in the face of growing diversity? A cultural approach to the mediation of learning.

Abstract

Given the new challenges of our time facing humanity as a whole, we need the varied and multiple talents of all citizens. In order to take into account in the classroom the diversity of our students, university pedagogy should be consistent with the practices we want to implement in the schools.

A sociocognitive perspective of mediation is a theoretical framework offering a renewed vision of the roles of students and teacher in the teaching-learning process. In the face of growing diversity, this conceptual framework helps both teachers and educators to take on the challenges of creating a true learning culture for all students.

The aim of this contribution, which is based on my own experience as an educator and researcher, is to clarify the requirement of consistency and some of the key issues at stake. My objective is to show their impact on future teachers’ evolving conceptions of diversity, and on their understanding of the role they will be called upon to play in enhancing it.