Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

Martín, María Gimena San

doi:10.15446/profile.v20n1.63032

Cited by 10 publications

(8 citation statements)

References 21 publications

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“…This type of assistance or scaffolding is an essential process to guide prospective teachers in developing effective questioning skills and sound professional knowledge (Menaa et al, 2016). Several researchers see the role of dialogue and interaction in post-lesson feedback sessions as a crucial component of scaffolding (Puntambekar & Kolodner, 2005;San Martín, 2018;Wertsch, 1979).…”

Section: Post-lesson Conferencing and Scaffoldingmentioning

confidence: 99%

Questioning behaviours and patterns of prospective teachers on practicum

Joseph

Thomas

2020

Cogent Education

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A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantitative and qualitative data obtained from a questionnaire, field notes, classroom observation, and practicum test scores, to determine changes in the questioning behaviours and practices of 31 prospective teachers involved in a three-week practicum exercise. Paired-samples t-tests were conducted to compare pre-test and post-test scores on participants' level of confidence in asking focussing, prompting, probing, and redirecting questioning. Findings of the study revealed significant differences in participants' pre-test and post-test scores for prompting questions. Based on Cohen's convention for a large effect (d =.80), the effect size for this analysis (d = 0.82) was found to be large. Analysis of classroom observation and field notes obtained from practicum supervisors also revealed a general improvement in participants' questioning behaviours and patterns after the application of an instructional video.

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Section: Post-lesson Conferencing and Scaffoldingmentioning

confidence: 99%

Questioning behaviours and patterns of prospective teachers on practicum

Joseph

Thomas

2020

Cogent Education

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“…Borg & Sanchez, 2015;Burns, Dikilitaş, Smith, & Wyatt, 2017;Dikilitaş & Bostancıoğlu, 2020;Mackay, Birelli, & Xerri, 2018), and conceived through various forms such as Action Research (AR) (e.g. San Martín, 2018;Wyatt & Pasamar Márquez, 2016), Exploratory Practice (e.g. Slimani-Rolls & Kiely, 2019) or Exploratory Action Research (e.g.…”

Section: Introductionmentioning

confidence: 99%

Initial English language teacher education: the effects of a module on teacher research

Banegas

Consoli

2021

Cambridge Journal of Education

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Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a selfcontained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, 'Research in English Language Teaching', ran from March-November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor's journal; student-teachers' journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and endof-course interviews. The findings show that the module had a positive effect on student-teachers' identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development.

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“…(2) problems to solve for students; (3) asking students to express what they knew; (4) giving a chance for students to review their work; (5) asking students to describe the plan of problem-solving; (6) asking students to combine their ideas; (7) asking students to share with others; (8) giving question and keywords to students; (9) if the students need further information, teachers guide them to go back to step 4, dan restart until it is finished (Buli, Basizew, & Abdisa, 2017;San Martín, 2018;Van de Pol, Volman, & Beishuizen, 2010).…”

Section: Methodsmentioning

confidence: 99%

The Role of Scaffolding in the Deconstructing of Thinking Structure: A Case Study of Pseudo-Thinking Process

Kusmaryono

Ubaidah

Basir

2020

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This study aimed to (1) analyze the role of scaffolding in deconstructing pseudo-thinking structure, and (2) analyze the development of students' thinking structures after receiving scaffolding. The study was framed with a qualitative methodology by involving case study design. This research was conducted at State Junior High School 31 in Semarang City, Indonesia. Data was collected through tests, observation, and interview methods. Result of the study indicated that (1) scaffolding has changed the pseudo thinking process into a real thought process, and (2) scaffolding could develop students’ thinking structure into a more complex (abstract) level. Their thinking structure was initially on the stage of comparative thinking structure before receiving scaffolding assistance and after receiving scaffolding, to developed into the stage of logical reasoning thinking structure. In other words, scaffolding could become a useful strategy to help students go through different Zone of Proximal Development (ZPD).

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Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

Cited by 10 publications

References 21 publications

Questioning behaviours and patterns of prospective teachers on practicum

Questioning behaviours and patterns of prospective teachers on practicum

Initial English language teacher education: the effects of a module on teacher research

The Role of Scaffolding in the Deconstructing of Thinking Structure: A Case Study of Pseudo-Thinking Process

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