Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers

Autores
San Martin, María Gimena
Año de publicación
2015
Idioma
inglés
Tipo de recurso
tesis de maestría
Estado
versión publicada
Colaborador/a o director/a de tesis
López Barrios, Mario
Descripción
Guiding and supporting students has always been a key feature of a teacher’s role. Helping learners to go through their evolving zones of proximal development, and gradually, develop more complex developmental levels requires teachers to carefully and gradually scaffold their students’ learning. Scaffolding has been defined as an interactive dialogic construct in which all the participants involved play a crucial role. However, the literature reveals that most research in scaffolding has focused considerable attention on the multiplicity of types of assistance and/or support that teachers can provide. The distinct features of scaffolding are still not completely understood. From the perspective of Socio-cultural Theory (SCT), the purpose of this research study is to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an EFL Teacher Education programme in Córdoba, Argentina. The audio-recordings of the tutoring sessions were transcribed verbatim and both macro and micro-level analyses were carried out. Two main frameworks – the Model of Contingent Teaching (MCT) and the Contingent Shift Framework (CSF) – were employed to first describe how scaffolding unfolds in the context of the research and then measure whether and to what extent scaffolding occurs in the one-to-one tutoring sessions. The findings indicate that scaffolding implies two main phases or stages: a diagnostic and an intervention phase. In the former, the supervisor was found to elicit considerable information from the student-teachers and challenge them the most whereas in the latter, she offered help mainly by means of feedback, explaining and instructing and challenged them the least. In addition, about 50% of the interactions analyzed were found to be contingent, and thus scaffolding instances since she adapted her degree of control to the student-teachers’ level of understanding. Although links can be established between the strategies deployed by the supervisor and supervisory roles and skills, the ways in which the supervisor’s scaffolded help is realized should be understood in relation to the function it serves and how it accommodates the student-teachers’ level of understanding in order to accurately depict the scaffolding process.
Materia
Relación maestro-estudiante
Formación docente
Enseñanza de Idiomas
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Repositorio
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/2472

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repository_id_str 2572
network_name_str Repositorio Digital Universitario (UNC)
spelling Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachersSan Martin, María GimenaRelación maestro-estudianteFormación docenteEnseñanza de IdiomasGuiding and supporting students has always been a key feature of a teacher’s role. Helping learners to go through their evolving zones of proximal development, and gradually, develop more complex developmental levels requires teachers to carefully and gradually scaffold their students’ learning. Scaffolding has been defined as an interactive dialogic construct in which all the participants involved play a crucial role. However, the literature reveals that most research in scaffolding has focused considerable attention on the multiplicity of types of assistance and/or support that teachers can provide. The distinct features of scaffolding are still not completely understood. From the perspective of Socio-cultural Theory (SCT), the purpose of this research study is to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an EFL Teacher Education programme in Córdoba, Argentina. The audio-recordings of the tutoring sessions were transcribed verbatim and both macro and micro-level analyses were carried out. Two main frameworks – the Model of Contingent Teaching (MCT) and the Contingent Shift Framework (CSF) – were employed to first describe how scaffolding unfolds in the context of the research and then measure whether and to what extent scaffolding occurs in the one-to-one tutoring sessions. The findings indicate that scaffolding implies two main phases or stages: a diagnostic and an intervention phase. In the former, the supervisor was found to elicit considerable information from the student-teachers and challenge them the most whereas in the latter, she offered help mainly by means of feedback, explaining and instructing and challenged them the least. In addition, about 50% of the interactions analyzed were found to be contingent, and thus scaffolding instances since she adapted her degree of control to the student-teachers’ level of understanding. Although links can be established between the strategies deployed by the supervisor and supervisory roles and skills, the ways in which the supervisor’s scaffolded help is realized should be understood in relation to the function it serves and how it accommodates the student-teachers’ level of understanding in order to accurately depict the scaffolding process.López Barrios, Mario2015info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:ar-repo/semantics/tesisDeMaestriaapplication/pdfhttp://hdl.handle.net/11086/2472enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-29T13:44:21Zoai:rdu.unc.edu.ar:11086/2472Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-29 13:44:21.869Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse
dc.title.none.fl_str_mv Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
title Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
spellingShingle Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
San Martin, María Gimena
Relación maestro-estudiante
Formación docente
Enseñanza de Idiomas
title_short Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
title_full Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
title_fullStr Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
title_full_unstemmed Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
title_sort Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers
dc.creator.none.fl_str_mv San Martin, María Gimena
author San Martin, María Gimena
author_facet San Martin, María Gimena
author_role author
dc.contributor.none.fl_str_mv López Barrios, Mario
dc.subject.none.fl_str_mv Relación maestro-estudiante
Formación docente
Enseñanza de Idiomas
topic Relación maestro-estudiante
Formación docente
Enseñanza de Idiomas
dc.description.none.fl_txt_mv Guiding and supporting students has always been a key feature of a teacher’s role. Helping learners to go through their evolving zones of proximal development, and gradually, develop more complex developmental levels requires teachers to carefully and gradually scaffold their students’ learning. Scaffolding has been defined as an interactive dialogic construct in which all the participants involved play a crucial role. However, the literature reveals that most research in scaffolding has focused considerable attention on the multiplicity of types of assistance and/or support that teachers can provide. The distinct features of scaffolding are still not completely understood. From the perspective of Socio-cultural Theory (SCT), the purpose of this research study is to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an EFL Teacher Education programme in Córdoba, Argentina. The audio-recordings of the tutoring sessions were transcribed verbatim and both macro and micro-level analyses were carried out. Two main frameworks – the Model of Contingent Teaching (MCT) and the Contingent Shift Framework (CSF) – were employed to first describe how scaffolding unfolds in the context of the research and then measure whether and to what extent scaffolding occurs in the one-to-one tutoring sessions. The findings indicate that scaffolding implies two main phases or stages: a diagnostic and an intervention phase. In the former, the supervisor was found to elicit considerable information from the student-teachers and challenge them the most whereas in the latter, she offered help mainly by means of feedback, explaining and instructing and challenged them the least. In addition, about 50% of the interactions analyzed were found to be contingent, and thus scaffolding instances since she adapted her degree of control to the student-teachers’ level of understanding. Although links can be established between the strategies deployed by the supervisor and supervisory roles and skills, the ways in which the supervisor’s scaffolded help is realized should be understood in relation to the function it serves and how it accommodates the student-teachers’ level of understanding in order to accurately depict the scaffolding process.
description Guiding and supporting students has always been a key feature of a teacher’s role. Helping learners to go through their evolving zones of proximal development, and gradually, develop more complex developmental levels requires teachers to carefully and gradually scaffold their students’ learning. Scaffolding has been defined as an interactive dialogic construct in which all the participants involved play a crucial role. However, the literature reveals that most research in scaffolding has focused considerable attention on the multiplicity of types of assistance and/or support that teachers can provide. The distinct features of scaffolding are still not completely understood. From the perspective of Socio-cultural Theory (SCT), the purpose of this research study is to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an EFL Teacher Education programme in Córdoba, Argentina. The audio-recordings of the tutoring sessions were transcribed verbatim and both macro and micro-level analyses were carried out. Two main frameworks – the Model of Contingent Teaching (MCT) and the Contingent Shift Framework (CSF) – were employed to first describe how scaffolding unfolds in the context of the research and then measure whether and to what extent scaffolding occurs in the one-to-one tutoring sessions. The findings indicate that scaffolding implies two main phases or stages: a diagnostic and an intervention phase. In the former, the supervisor was found to elicit considerable information from the student-teachers and challenge them the most whereas in the latter, she offered help mainly by means of feedback, explaining and instructing and challenged them the least. In addition, about 50% of the interactions analyzed were found to be contingent, and thus scaffolding instances since she adapted her degree of control to the student-teachers’ level of understanding. Although links can be established between the strategies deployed by the supervisor and supervisory roles and skills, the ways in which the supervisor’s scaffolded help is realized should be understood in relation to the function it serves and how it accommodates the student-teachers’ level of understanding in order to accurately depict the scaffolding process.
publishDate 2015
dc.date.none.fl_str_mv 2015
dc.type.none.fl_str_mv info:eu-repo/semantics/masterThesis
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_bdcc
info:ar-repo/semantics/tesisDeMaestria
format masterThesis
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11086/2472
url http://hdl.handle.net/11086/2472
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositorio Digital Universitario (UNC)
instname:Universidad Nacional de Córdoba
instacron:UNC
reponame_str Repositorio Digital Universitario (UNC)
collection Repositorio Digital Universitario (UNC)
instname_str Universidad Nacional de Córdoba
instacron_str UNC
institution UNC
repository.name.fl_str_mv Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdoba
repository.mail.fl_str_mv oca.unc@gmail.com
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