NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1205107
Record Type: Journal
Publication Date: 2019-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0007-0998
Teaching Assistant and Pupil Interactions: The Role of Repair and Topic Management in Scaffolding Learning
Bosanquet, Paula; Radford, Julie
British Journal of Educational Psychology, v89 n1 p177-190 Mar 2019
Background: Teaching assistants (TAs) are taking increasing responsibility for the learning of pupils. A key instructional skill for TAs is the ability to scaffold learning. Aim: To explore the interactions of TAs in relation to scaffolding as a theory of instruction. Methods: Observational data in the form of video were collected. Conversation analysis was used to examine these interactions. Results: Examples are explored where repair of troubles and construction of topic are highly led by the TA. As such, these interactions cannot be seen to constitute scaffolding. Conclusions: Teaching assistants require training in scaffolding as an instructional strategy, and educational psychologists (EPs) could play a vital role in this respect.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A