Promoting Teacher Scaffolding in Small-Group Work: A Contingency Perspective

Autor/inn/en	van de Pol, Janneke; Volman, Monique; Beishuizen, Jos
Titel	Promoting Teacher Scaffolding in Small-Group Work: A Contingency Perspective
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 2, S.193-205 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.09.009
Schlagwörter	Intervention; Professional Development; Scaffolding (Teaching Technique); Models; Social Studies; Teachers; Reflection; Teaching Methods; Academic Achievement + Suchen Sie Ihr Suchwort? Analogiemodell; Gemeinschaftskunde; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung
Abstract	Given the scarcity of scaffolding in classrooms, we developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of three steps: diagnostic strategies, checking the diagnosis and intervention strategies. The development of four social studies teachers' scaffolding knowledge, use of scaffolding in practice and reflections on practice were analyzed. Insights regarding openness, students' understanding, and co-construction--that occurred while reflecting with the model of contingent teaching--appeared to foster teachers' scaffolding development. A fourth step, checking students' learning, is suggested as an additional step in contingent teaching. (Contains 1 table and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10