NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833188
Record Type: Journal
Publication Date: 2009-Mar
Pages: 27
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0270-2711
Profiles of Three Preservice ESOL Teachers' Development of Instructional Scaffolding
Many, Joyce E.; Dewberry, Deborah; Taylor, Donna Lester; Coady, Kim
Reading Psychology, v30 n2 p148-174 Mar 2009
This study explored English as a second language (ESOL) preservice teachers' conceptions of and abilities to provide scaffolded instruction. In-depth study of three interns indicated that each was unique with respect to their views of scaffolding and in the degree to which their implementation of scaffolded instruction changed over the course of the year. Participants differed in the focus of scaffolding and in their attempts to scaffold within lesson frameworks, across sequential lessons, and through responsive instruction. Though some preservice teachers can develop complex conceptions of the process, scaffolding is closely linked to interns' understanding of language and literacy development. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A