Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 148-174 |
| Number of pages | 27 |
| Journal | Reading Psychology |
| Volume | 30 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 1 2009 |
| Externally published | Yes |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Linguistics and Language
Fingerprint Dive into the research topics of 'Profiles of three preservice ESOL teachers' development of instructional scaffolding'. Together they form a unique fingerprint.
Cite this
Many, J. E., Dewberry, D., Taylor, D. L., & Coady, K. (2009). Profiles of three preservice ESOL teachers' development of instructional scaffolding. Reading Psychology, 30(2), 148-174. https://doi.org/10.1080/02702710802275256