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 |
Fingerprint
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Linguistics and Language
Cite this
Profiles of three preservice ESOL teachers' development of instructional scaffolding. / Many, Joyce E.; Dewberry, Deborah; Taylor, Donna Lester; Coady, Kim.
In: Reading Psychology, Vol. 30, No. 2, 01.03.2009, p. 148-174.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Profiles of three preservice ESOL teachers' development of instructional scaffolding
AU - Many, Joyce E.
AU - Dewberry, Deborah
AU - Taylor, Donna Lester
AU - Coady, Kim
PY - 2009/3/1
Y1 - 2009/3/1
N2 - 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.
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.
UR - http://www.scopus.com/inward/record.url?scp=67651233787&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=67651233787&partnerID=8YFLogxK
U2 - 10.1080/02702710802275256
DO - 10.1080/02702710802275256
M3 - Article
AN - SCOPUS:67651233787
VL - 30
SP - 148
EP - 174
JO - Reading Psychology
JF - Reading Psychology
SN - 0270-2711
IS - 2
ER -