Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagno...
- Autores:
-
San Martin, Maria Gimena
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66873
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66873
http://bdigital.unal.edu.co/67901/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
Learning-to-teach
scaffolding
student-teachers
supervisor
teacher education
andamiaje
aprender a enseñar
formación de profesores
profesores en formación
supervisora
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding. |
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