Developing Preservice Teachers: A Self-Study of Instructor Scaffolding

Autor/inn/en	Kindle, Karen J.; Schmidt, Cynthia M.
Titel	Developing Preservice Teachers: A Self-Study of Instructor Scaffolding
Quelle	In: Reading Improvement, 56 (2019) 2, S.70-88 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Preservice Teachers; Scaffolding (Teaching Technique); Transcripts (Written Records); Methods Courses; Reading Strategies; Reading Difficulties; Tutoring; Teaching Methods; Preservice Teacher Education; Reading Teachers; Case Studies; Student Teaching; Protocol Materials; Teacher Responsibility; Professional Identity; Prompting; Teacher Role; Resistance (Psychology); Qualitative Research + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Reading strategy; Leselernstufe; Lesetechnik; Reading difficulty; Leseschwierigkeit; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Case study; Fallstudie; Case Study; Teaching practice; Unterrichtspraxis; Unterrichtsprotokoll; Lehrverpflichtung; Benutzerführung; Lehrerrolle; Resistenz; Qualitative Forschung
Abstract	In this collaborative self-study, two teacher educators examined transcripts of preservice teachers' inquiry groups focused on assessment and tutoring of struggling readers as part of a reading methods course. The analysis identified instances of scaffolding by the course instructor that influenced preservice teachers' development. Types of scaffolding included a shift in instructor stance from authority to expert peer, strategic prompts to promote inquiry, modeling professional language, and the transfer of responsibility from instructor to preservice teachers. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/reading-improvement
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01