Constraints to peer scaffolding

Ferreira, Marília Mendes

doi:10.1590/s0103-18132008000100002

Cited by 7 publications

(5 citation statements)

References 18 publications

(20 reference statements)

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“…Therefore, adults allow learners to concentrate upon and complete only those elements that are within his range of competence (HÜrsen, Ozcinar, Ozdami, & Uzunboylu, 2011;Ferreira, 2007;Karahoca & Uzunboylu, 2010). These strategies refer to adults helping children in a form of talk that supports a child in carrying out an activity (Bruner, 1986).…”

Section: Discussionmentioning

confidence: 99%

Scaffolding Reading Comprehension Skills

Salem¹

2016

ELT

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The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students' comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

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Section: Discussionmentioning

confidence: 99%

Scaffolding Reading Comprehension Skills

Salem¹

2016

ELT

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“…Bien que la ZPD soit un concept de nature inachevée (Chaiklin, 2003), le recours à celui-ci est fréquent dans les écrits scientifiques de nature historicoculturelle ou socioculturelle. Ainsi, l'échafaudage fourni par l'enseignant•e ou des pairs, à l'étudiant•e ou à l'ensemble de la classe, qui « tombe » dans la ZPD serait plus efficace (Pea, 2004;Salomon, 1993;Smit et al, 2013), (Fernandez et al, 2002Ferreira, 2008;van de Pol et al, 2010). Plus récemment, la méta-analyse de Doo et al (2020) a montré que l'échafaudage qui se produit en cours d'interactions humaines sur une plateforme numérique est aussi efficace en enseignement supérieur.…”

Section: Cadre De Référenceunclassified

Rétroaction par les pairs: quelles conditions pour un apport optimal aux apprentissages des étudiantes et étudiants?

Marion

Laferrière

Tremblay-Gagnon

2022

Innover dans la tradition de Vygotsky

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Cet article rend compte d’une revue de la littérature sur la rétroaction par les pairs au regard des conditions qui optimisent et celles qui réduisent son apport à l’apprentissage des étudiantes et des étudiants, qu’iels soient émetteur·trices ou récepteur·trices d’une rétroaction. Les cadres conceptuels adoptés pour cette forme de participation de l’étudiant·e ainsi que les effets repérés sont présentés. Les conditions retracées sont regroupées sous trois composantes de l’activité de rétroaction par les pairs, soit l’intervention de l’enseignante ou de l’enseignant, les interactions entre pairs et la réflexion dans l’action et sur l’action au sein de la classe. Elles forment le cadre pratique de l’activité de rétroaction par les pairs en contexte de classe, incluant les cours à distance. Ce cadre pratique propose ainsi une façon de faire et des éléments à prendre en compte lorsque l’on veut engager les apprenantes et les apprenants de différents niveaux dans cette activité. Au terme, cette revue de la littérature permet de mieux comprendre les apports d’une activité de rétroaction par les pairs réussie, tant pour les étudiant·es qui y participent que pour l’enseignant·e qui les accompagne.

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“…Additionally, the group of three students in Helen's room who worked to solve estimation problems were primarily concerned with obtaining points for their team rather than ensuring that all three of the students understood how to solve the problems. This dilemma was also noted by Ferreira (2008) who observed that one of the students in her study ignored his job of scaffolding and viewed it as an obstacle to completing the exercise in the allotted time.…”

Section: Differing Technical Abilities Presented Opportunities For Cooperative Learning and New Roles For Studentsmentioning

confidence: 78%

Teaching and learning with digital technologies in the intermediate school classroom: An Activity Theory analysis of classroom interactions

Evans¹

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<p>In the three decades since digital technologies were introduced into classrooms with the potential of changing educational practices, an ongoing dialogue continues regarding the impact of these technologies on teaching and learning, for both teachers and their students. While current research has identified a number of elements that influence teachers’ integration of digital technologies, there is a need for a careful examination of the relationships between these factors and how they come together to underpin teachers’ decisions to use digital devices with their students. The purpose of the present study was to understand teachers’ motivations for integrating digital technologies into their teaching practice, how they accomplished this, and what environmental and personal factors underpinned these decisions. This research also investigated students’ experiences of working with digital technologies as they participated in teacher-planned lessons. Both contextual and personal factors contribute to teachers’ use of digital technologies; therefore, these aspects were considered through the Cultural-Historical Activity Theory (CHAT) theoretical framework to make sense of the sociocultural environment that influenced these intermediate school teachers as they made decisions to include digital technologies in their classroom practices. An interpretive multiple case study methodology was used, incorporating data collection methods of interviews, observations, document analysis, ‘think alouds’, and student focus groups, to explore the practices of teachers and their students in four classroom cases within two intermediate schools in New Zealand over the course of a year. The results showed that teachers included digital tools in their classroom practices to support their existing pedagogical practices, comply with school policies, communicate with parents and students, motivate and engage students, and prepare students for a digital world. As teachers’ knowledge of the affordances of digital technologies increased, they were able to integrate these tools in ways that aligned with their classroom objectives. School leadership and professional development played a key role in the methods through which teachers incorporated digital technologies. In addition, the perception of community members that these teachers were skilled technology users led to new roles and responsibilities within their school environments. This study showed that while some learners were experienced technology users, teachers’ assumptions of student abilities and/or engagement with these tools were sometimes inaccurate. Appropriate teacher scaffolding of student learning as well as teachers’ explicit expectations for the use of digital technologies combined to increase the success of learning activities within each classroom. The findings from this study illustrate the reality experienced by teacher participants when attempting to integrate digital tools into their teaching practices. The teachers were motivated to use digital technologies in their classrooms to support their students’ learning, and did so by gaining knowledge of the different tools available in their environments and reconfiguring the most effective ways to incorporate those within their classroom practices.</p>

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Constraints to peer scaffolding

Cited by 7 publications

References 18 publications

Scaffolding Reading Comprehension Skills

Scaffolding Reading Comprehension Skills

Rétroaction par les pairs: quelles conditions pour un apport optimal aux apprentissages des étudiantes et étudiants?

Teaching and learning with digital technologies in the intermediate school classroom: An Activity Theory analysis of classroom interactions

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