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ERIC Number: EJ1023299
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0034-0510
Developing Preservice Teachers: A Self-Study of Instructor Scaffolding
Kindle, Karen J.; Schmidt, Cynthia M.
Reading Improvement, v50 n3 p83-100 Fall 2013
In this collaborative self-study, two teacher educators examined transcripts of preservice teachers' inquiry groups focused on assessment and tutoring of struggling readers as part of a reading methods course. The analysis identified instances of scaffolding by the course instructor that influenced preservice teachers' development. Types of scaffolding included a shift in instructor stance from authority to expert peer, strategic prompts to promote inquiry, modeling professional language, and the transfer of responsibility from instructor to preservice teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A