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ERIC Number: EJ1097959
Record Type: Journal
Publication Date: 2014
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0034-0502
Understanding Literacy Teacher Educators' Use of Scaffolding
Many, Joyce E.; Aoulou, Eudes
Reading Horizons, v53 n3 Article 4 p45-71 Fall 2014
This inquiry examined four literacy teacher educators' perspectives and practices as related to scaffolding by using document analysis (i.e. syllabus), observations, and interviews. Findings indicated these teacher educators used scaffolding to develop preservice teachers' dispositions, strategies, and conceptual understandings. Faculty used scaffolding processes such as modeling, feedback, purposeful structured assignments, discussions, and reflective pieces. Participants' use of scaffolding varied; with the participant with more years of teacher education experience exhibiting a richer and larger repertoire of scaffolding strategies. Findings also suggested some faculty might be unsure of how to monitor preservice teachers' growth in order to provide subsequent scaffolding.
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A