You are here:

Synergistic scaffolds as a means to support preservice teacher learning
ARTICLE

,

TATE Volume 24, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the introduction of scaffolds, surveys, and interviews. Quantitative and qualitative methods were used to analyze differences in the quality of the papers, the relationship between the scaffolds and the preservice teachers’ revisions, and the preservice teachers’ perceptions of which scaffolds best supported their learning. We conclude that carefully designed synergistic scaffolds can support preservice teachers in their exploration of self-as-teacher. Implications of our findings for teacher education and suggested areas for further research and development are discussed.

Citation

Van Zoest, L.R. & Stockero, S.L. (2008). Synergistic scaffolds as a means to support preservice teacher learning. Teaching and Teacher Education: An International Journal of Research and Studies, 24(8), 2038-2048. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.04.006

Keywords