ERIC Number: EJ1023299
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 29
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.
Descriptors: Preservice Teachers, Scaffolding (Teaching Technique), Transcripts (Written Records), Methods Courses, Reading Strategies, Reading Difficulties, Tutoring, Teaching Methods, Preservice Teacher Education, Reading Teachers, Case Studies, Student Teaching, Protocol Materials, Teacher Responsibility, Professional Identity, Prompting, Teacher Role, Resistance (Psychology), Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A