ERIC Number: EJ1165978
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1657-0790
EISSN: N/A
Scaffolding the Learning-To-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
San Martín, María Gimena
PROFILE: Issues in Teachers' Professional Development, v20 n1 p121-134 Jan-Jun 2018
This study seeks to examine how a supervisor scaffolds the student-teachers' learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers' perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students' level of understanding.
Descriptors: Scaffolding (Teaching Technique), English (Second Language), Second Language Learning, Teacher Education Programs, Foreign Countries, Student Teacher Supervisors, Student Teachers, Tutoring, Student Teacher Attitudes, Teacher Education, Second Language Instruction, Qualitative Research, Case Studies, Preservice Teachers, Practicums
Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/prof
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Argentina
Grant or Contract Numbers: N/A