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ERIC Number: EJ950394
Record Type: Journal
Publication Date: 2012-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Promoting Teacher Scaffolding in Small-Group Work: A Contingency Perspective
van de Pol, Janneke; Volman, Monique; Beishuizen, Jos
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n2 p193-205 Feb 2012
Given the scarcity of scaffolding in classrooms, we developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of three steps: diagnostic strategies, checking the diagnosis and intervention strategies. The development of four social studies teachers' scaffolding knowledge, use of scaffolding in practice and reflections on practice were analyzed. Insights regarding openness, students' understanding, and co-construction--that occurred while reflecting with the model of contingent teaching--appeared to foster teachers' scaffolding development. A fourth step, checking students' learning, is suggested as an additional step in contingent teaching. (Contains 1 table and 6 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A