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Developing Preservice Teachers: A Self-Study of Instructor Scaffolding
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.
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Document Type: Research Article
Publication date: September 1, 2013
Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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