Placements Abroad and Scaffolding Structures

Autor/inn/en	Aamaas, Åsmund; Duesund, Knut; Lauritzen, Solvor Mjøberg
Titel	Placements Abroad and Scaffolding Structures
Quelle	In: Studies in Higher Education, 44 (2019) 3, S.539-553 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1387106
Schlagwörter	Student Teachers; Foreign Countries; Placement; Preschool Teachers; Outcomes of Education; Scaffolding (Teaching Technique); Cultural Context; Study Abroad; Student Teacher Attitudes; Peer Relationship; Student Teacher Supervisors; Norway; India + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Betriebspraktikum; Praktikum; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Studies abroad; Auslandsstudium; Peer-Beziehungen; Norwegen; Indien
Abstract	This paper uses scaffolding theory to examine structures surrounding Norwegian preschool student teachers on placement in India. Through a case study involving a teacher-training programme in Norway, we explore the extent to which learning outcomes from international placements in a foreign cultural context depend on scaffolding structures. Using the categories of 'embedded scaffolding', 'contingent scaffolding' and 'reciprocal scaffolding, we discuss and analyse the different ways in which such scaffolding structures emerge in the case study. We argue that in order for student teachers to optimise their learning potential, a substantial level of scaffolding is crucial during placements abroad and show that this scaffolding can, to some extent, be achieved through support by a more capable peer. The paper, however, concludes that supplemental professional guidance is required so that student teachers neither develop stereotypical impressions of the host culture nor are overwhelmed by the new cultural context they encounter. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01