This study aimed to construct a tool that helps assess the mediator profile. This research is in the
line of Formative Processes of Teachers. It deals with research thematic foci of structural,
organizational, didactic and pedagogical regarding the formation processes of 56 teachers in
technological education institutions, thus considering the impacts and repercussions of the
organization of the pedagogical work of the teacher who operates this type of education. It is a
quantitative and qualitative research, from a descriptive approach. The theoretical approaches to
pedagogy of mediation, the Mediated Learning Experience (MLE) and the mediator profile. The
research came from Vygotsky's studies of the Zone of Proximal Development(ZPD), the Feuerstein
paradigm concerning the profile of the mediator and cognitive constructivist didactic proposal,
whose foci was to identify the educational skills demanded of the teacher as mediator of the teaching
/ learning process. On these grounds, throughout this study, the author constructed and applied a
questionnaire, through which teachers could evaluate their own practice. The demographic profile
member of the 36 participants was also part of research to characterize the professionals, their
training and teaching practice. Participating teachers work in undergraduate courses in Federal
Institute of Education, Science and Technology of Amazonas (IFAM) - Manaus Campus Center
(CMC) located in the city of Manaus, state of Amazonas. As methodological procedures, we carried
out a quantitative analysis of the facilitator characteristics, through a set of replies to the
questionnaire and the analysis of contents of three subjective questions. The ProfMed questionnaire
was the product generated by this work. It was noticed, the respondents, appreciation and
commitment to the pursuit of continuing education, since the research group presented a high level
of mediation as the educational profile: 56% achieved good mediation and 44% good, which is
compatible with training and long experience of the teachers participating in the survey. However,
it is noteworthy that these results are not expressed by the self-assessment of teachers, given that
there was omission of opinion on their performance by 70% of participants. However, through the
answers to open questions, teachers demonstrated awareness, commitment and dedication in the
performance of their duties.
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