De grootste kennisbank van het HBO

Inspiratie op jouw vakgebied

Vrij toegankelijk

Terug naar zoekresultatenDeel deze publicatie

Scaffolding primary teachers in designing and enacting language-oriented science lessons

Is handing over to independence a fata morgana?

Rechten:

Scaffolding primary teachers in designing and enacting language-oriented science lessons

Is handing over to independence a fata morgana?

Rechten:

Samenvatting

The purpose of the design-based research reported here is to show – as a proof of principle – how the idea of scaffolding can be used to support primary teachers in a professional development programme (PDP) to design and enact language-oriented science lessons. The PDP consisted of six sessions of 2.5 h each in which twelve primary school teachers took part over a period of six months. It centralised the language support that pupils need to reason during science lessons. In line with the idea of scaffolding, the structure of the PDP targeted teachers' gradual independence in designing lessons. The first research question is how scaffolding was enacted during the PDP. The analysis of video recordings, field notes, researcher and teacher logs, and teacher design assignments focused on the enactment of three scaffolding characteristics: diagnosis, responsiveness and handover to independence. The second research question concerns what teachers learned from the participation in the PDP that followed a scaffolding approach. The data analysis illustrates that these teachers had learned much in terms of designing and enacting language-oriented science lessons. In terms of diagnosis and responsiveness, our PDP approach was successful, but we problematise the ideal of scaffolding approaches focused on handover to independence.

Toon meer
OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatDidactiek van het Beta- en Technologieonderwijs
Gepubliceerd inLearning, Culture and Social Interaction Elsevier, Vol. 2018, Uitgave: 18, Pagina's: 72-85
Jaar2018
TypeArtikel
ISSN2210-6561
DOI10.1016/j.lcsi.2018.03.006
TaalEngels

Op de HBO Kennisbank vind je publicaties van 26 hogescholen

De grootste kennisbank van het HBO

Inspiratie op jouw vakgebied

Vrij toegankelijk