Patterns of contingent teaching in teacher-student interaction

被引：86
|
作者：
van de Pol, Janneke [1 ]
Volman, Monique [1 ]
Beishuizen, Jos [1 ]
机构：
[1] Vrije Univ Amsterdam, Ctr Educ Training Assessment & Res, NL-1081 HV Amsterdam, Netherlands
来源：
LEARNING AND INSTRUCTION | 2011年 / 21卷 / 01期
关键词：
Scaffolding; Contingent teaching; Diagnosis; Teacher-student interaction; Prevocational education; FORMATIVE ASSESSMENT; METAPHOR; UTILITY; FIELD;
D O I：
10.1016/j.learninstruc.2009.10.004
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The present study aimed at investigating the process of scaffolding in a naturalistic setting with focus on a key aspect of scaffolding, namely contingency Three Social Studies teachers in innovative prevocational schools were observed and interviewed A coding scheme for the measurement of scaffolding was developed which revealed different patterns of contingent and non-contingent teaching amongst the teachers In general these teachers of innovative schools showed little contingent teaching Not adapting the support to students current understanding and barely diagnosing the students' understanding appeared to be characteristic of this scarcity of non-contingent teaching (C) 2009 Elsevier Ltd All rights reserved
引用
收藏
页码：46 / 57
页数：12
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