Publication Date
9-30-2014
Abstract
This inquiry examined four literacy teacher educators’ perspectives and practices as related to scaffolding by using document analysis (i.e. syllabus), observations, and interviews. Findings indicated these teacher educators used scaffolding to develop preservice teachers’ dispositions, strategies, and conceptual understandings. Faculty used scaffolding processes such as modeling, feedback, purposeful structured assignments, discussions, and reflective pieces. Participants’ use of scaffolding varied; with the participant with more years of teacher education experience exhibiting a richer and larger repertoire of scaffolding strategies. Findings also suggested some faculty might be unsure of how to monitor preservice teachers’ growth in order to provide subsequent scaffolding.
Recommended Citation
Many, J. E., & Aoulou, E. (2014). Understanding Literacy Teacher Educators’ Use of Scaffolding. Reading Horizons: A Journal of Literacy and Language Arts, 53 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol53/iss3/4
Included in
Curriculum and Instruction Commons, Other Education Commons, Teacher Education and Professional Development Commons
