Profiles of three preservice ESOL teachers' development of instructional scaffolding

Joyce E. Many; Deborah Dewberry; Donna Lester Taylor; Kim Coady

doi:10.1080/02702710802275256

Profiles of three preservice ESOL teachers' development of instructional scaffolding

Joyce E. Many, Deborah Dewberry, Donna Lester Taylor, Kim Coady

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

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	https://doi.org/10.1080/02702710802275256
State	Published - Mar 1 2009
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Linguistics and Language

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AB - 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.

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Profiles of three preservice ESOL teachers' development of instructional scaffolding

Abstract

ASJC Scopus subject areas

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