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...

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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
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oai_identifier_str oai:repositorio.unal.edu.co:unal/66873
network_acronym_str UNACIONAL2
network_name_str Universidad Nacional de Colombia
repository_id_str
spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2San Martin, Maria Gimena7f442c11-4f55-4ff3-882f-27819da0bb843002019-07-03T03:02:03Z2019-07-03T03:02:03Z2018-01-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66873http://bdigital.unal.edu.co/67901/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.Este estudio tiene el propósito de examinar como una supervisora orienta a los profesores en formación durante su proceso de aprender a enseñar en el contexto de tutorías uno-a-uno de un profesorado de lengua extranjera - inglés en Argentina. Los resultados muestran que el andamiaje consiste en dos fases principales: una de diagnóstico y otra de intervención. Además, se determinó que la supervisora proveía ayuda contingente, la cual se adaptaba a las necesidades y/o dificultades de los futuros profesores. En conclusión, el andamiaje debe ser entendido en relación con la función que cumple y cómo se adapta al nivel de comprensión de los profesores en formación.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/63032Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentSan Martin, Maria Gimena (2018) Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina. Profile: Issues in Teachers´ Professional Development, 20 (1). pp. 121-134. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureLearning-to-teachscaffoldingstudent-teacherssupervisorteacher educationandamiajeaprender a enseñarformación de profesoresprofesores en formaciónsupervisoraScaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in ArgentinaArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL63032-365333-1-PB.pdfapplication/pdf198634https://repositorio.unal.edu.co/bitstream/unal/66873/1/63032-365333-1-PB.pdf1f7cda4c1fddb9f44b35df1361e64475MD51THUMBNAIL63032-365333-1-PB.pdf.jpg63032-365333-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7077https://repositorio.unal.edu.co/bitstream/unal/66873/2/63032-365333-1-PB.pdf.jpgb7d277eb5cd10c3913b166b333c3258eMD52unal/66873oai:repositorio.unal.edu.co:unal/668732024-05-18 23:08:46.078Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
title Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
spellingShingle Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
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
title_short Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
title_full Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
title_fullStr Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
title_full_unstemmed Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
title_sort Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina
dc.creator.fl_str_mv San Martin, Maria Gimena
dc.contributor.author.spa.fl_str_mv San Martin, Maria Gimena
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 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
dc.subject.proposal.spa.fl_str_mv Learning-to-teach
scaffolding
student-teachers
supervisor
teacher education
andamiaje
aprender a enseñar
formación de profesores
profesores en formación
supervisora
description 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.
publishDate 2018
dc.date.issued.spa.fl_str_mv 2018-01-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:02:03Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:02:03Z
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
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dc.type.content.spa.fl_str_mv Text
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format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
dc.identifier.uri.none.fl_str_mv https://repositorio.unal.edu.co/handle/unal/66873
dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67901/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66873
http://bdigital.unal.edu.co/67901/
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/63032
dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv San Martin, Maria Gimena (2018) Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina. Profile: Issues in Teachers´ Professional Development, 20 (1). pp. 121-134. ISSN 2256-5760
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
bitstream.url.fl_str_mv https://repositorio.unal.edu.co/bitstream/unal/66873/1/63032-365333-1-PB.pdf
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repository.name.fl_str_mv Repositorio Institucional Universidad Nacional de Colombia
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