This thesis presents a description and analysis of scaffolding in the construction of teaching knowledge in a pre-service teacher training course in a Turkish university. Prior research in the area of scaffolding in primary school classrooms has focused on pupils operating in their native language and their interactions with the teacher and each other. The nature of scaffolding in the construction of knowledge has been identified and explored at an interactional level of talk. While these studies have informed educational practice in schools and teacher training contexts, there has been little research which puts the social, cultural and linguistic context at the heart of scaffolding. This thesis is based on a socio- cultural theory of learning and as such recognizes the influence of the context on the scaffolding of construction of teaching knowledge.
This research was a qualitative study utilizing ethnographic techniques. Data emerged over time from recorded feedback sessions, recorded input sessions, self-evaluations, assignments, respondent validations and research diary. It became apparent early on in the study that scaffolding was taking place at both a micro-level, as manifested in the interaction between trainer and trainee, and at a macro-level, as manifested in the context of the training. The context of training included the second language context, the discourses of teaching and training, and the relationship between theory and practice.
This study is significant in that it highlights the relationship between context and talk in scaffolding the construction of teaching knowledge. Hitherto, this relationship has not been emphasized in reports on scaffolding. The mutually beneficial relationship of macro and micro-scaffolding points to a teacher training pedagogy which acknowledges both macro-conditions for scaffolding, as well as micro-scaffolding techniques at an interactional level.
|Date of Award||1 Jun 2010|
|Supervisor||Trevor Grimshaw (Supervisor)|
- teacher training
- teaching knowledge