Show simple item record

dc.contributor.authorNguyen, Minh Hue
dc.contributor.authorPenry Williams, Cara
dc.date.accessioned2019-04-02T08:22:47Z
dc.date.available2019-04-02T08:22:47Z
dc.date.issued2019-10-01
dc.identifier.citationNguyen, M. H. & Penry Williams, C. (2019) 'A preservice teacher’s learning of instructional scaffolding in the EAL practicum'. Australian Journal of Language and Literacy, 42(3), pp, 56-66.en_US
dc.identifier.urihttp://hdl.handle.net/10545/623645
dc.description.abstractThis qualitative case study examines how a preservice English as an Additional Language (EAL) teacher from the Faculty of Education at a large Melbourne-based university learned to scaffold EAL learning during a two-week practicum in a secondary school and the factors shaping his cognition. The data sources include individual interviews, oral reflections on lessons and recordings of those same lessons. The study was underpinned by a sociocultural perspective on scaffolding and van de Pol, Volman, and Beishuizen's (2010) framework for analysing scaffolding, which is based on a synthesis of previous models and findings. The findings indicate that the preservice teacher implemented a number of scaffolding strategies during the EAL practicum. The use of these strategies was shaped by the preservice teacher’s theoretical knowledge of scaffolding and belief about its importance, which he gained from the teacher education coursework and his prior practicum experience. Learning within practice was also found to be important in his cognition of scaffolding as through the practicum he developed knowledge about his students’ abilities and their difficulties in learning EAL, which are the basis for his contingent scaffolding strategies. Based on the findings, the paper suggests that instructional scaffolding is an important area of professional learning, especially for teachers working with EAL students, and needs to be explicitly built into teacher education in both coursework and the teaching practicum.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherAustralian Literacy Educator's Associationen_US
dc.subjectEALen_US
dc.subjectscaffoldingen_US
dc.subjectSocio-cultural theoryen_US
dc.subjectpreservice teachersen_US
dc.titleA preservice teacher’s learning of instructional scaffolding in the EAL practicumen_US
dc.typeArticleen_US
dc.contributor.departmentMonash University (Victoria, Australia) (MHN)en_US
dc.contributor.departmentLa Trobe University (Victoria, Australia) (CPW)en_US
dc.identifier.journalAustralian Journal of Language and Literacyen_US
dcterms.dateAccepted2018-10-17
refterms.dateFOA2019-04-02T08:22:49Z
dc.author.detail786697en_US


Files in this item

Thumbnail
Name:
A preservice teacher’s learnin ...
Size:
544.2Kb
Format:
PDF
Description:
Accepted manuscipt

This item appears in the following Collection(s)

Show simple item record