University of Surrey

Test tubes in the lab Research in the ATI Dance Research

Macro-Scaffolding: Contextual Support for Teacher Learning

Engin, Marion (2014) Macro-Scaffolding: Contextual Support for Teacher Learning Australian Journal of Teacher Education, 39 (5). pp. 26-40.

[img]
Preview
Text
Australian Journal ME.pdf - Version of Record

Download (126kB) | Preview

Abstract

A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as macroscaffolding. This paper reports on research carried out in a pre-service English teacher training context which explored macro-scaffolding. Findings suggest that support at the macro-level includes the shared understanding of accepted practices of the training context in terms of what is considered ‘good’ teaching and the conventions of feedback. One conclusion from this study is that there is a need to recognize and explicitly discuss these norms and practices in order to support the micro-scaffolding at the interactional level.

Item Type: Article
Authors :
NameEmailORCID
Engin, Marionm.heron@surrey.ac.ukUNSPECIFIED
Date : May 2014
Identification Number : 10.14221/ajte.2014v39n5.6
Copyright Disclaimer : Copyright 2014 The Author(s). First published in the Australian Journal of Teacher Education
Depositing User : Melanie Hughes
Date Deposited : 24 Jan 2018 12:38
Last Modified : 24 Jan 2018 12:38
URI: http://epubs.surrey.ac.uk/id/eprint/845681

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year


Information about this web site

© The University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom.
+44 (0)1483 300800