Developing preservice teachers: A self-study of instructor scaffolding
Abstract
- In this collaborative self-study, two teacher educators examined transcripts of preservice teachers' inquiry groups focused on assessment and tutoring of struggling readers as part of a reading methods course. The analysis identified instances of scaffolding by the course instructor that influenced preservice teachers' development. Types of scaffolding included a shift in instructor stance from authority to expert peer, strategic prompts to promote inquiry, modeling professional language, and the transfer of responsibility from instructor to preservice teachers.
Reference
Kindle, K. J., & Schmidt, C. M. (2013). Developing preservice teachers: A self-study of instructors scaffolding. Reading Improvement , 50(3), 83-100.
Journal
Reading Improvement
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
Preservice Sample Size
16
Duration of Data Collection
Data Sources
- Audio recordings
- Transcriptions
Data Analysis Tools
- Constant comparative analysis
- NVivo software
Researcher Positionality
- Inside (studying their own practices)
Research Questions
In this self-study, we explore the
ways that one instructor scaffolded the development
of preservice teachers, noting parallels
to teaching young children.
Is this research question explicit from the manuscript? No