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Approximations in English language arts: Scaffolding a shared teaching practice
ARTICLE

, University of Illinois at Chicago, United States ; , New York University, United States ; , University of Virginia, United States

TTEAIJRS Volume 81, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Recent research highlights the importance of providing teacher candidates with opportunities to approximate practice. Less attention focuses on tools teacher educators use within and surrounding approximations to focus candidates’ attention on features of practice. This multi-case study investigates how three teacher educators use different approximations in ways that strategically reduce the complexity of learning to teach and scaffold the development of practice. Data indicate teacher educators capitalized on four tools that scaffolded and shaped approximations into spaces for co-constructing shared understandings of practice. These tools include: instructional activities, representations of practice, planning templates, and specified texts and instructional goals.

Citation

Schutz, K.M., Danielson, K.A. & Cohen, J. (2019). Approximations in English language arts: Scaffolding a shared teaching practice. Teaching and Teacher Education: An International Journal of Research and Studies, 81(1), 100-111. Elsevier Ltd. Retrieved May 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 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.2019.01.004

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