Scaffolding in Teacher-Student Interaction: A Video-Based Analysis

• In Event: Workplace Education in the Changing Global Environment

Abstract

The aim of this video study has been to investigate scaffolding as it takes place in teacher-student interaction (N= 63 students). We developed a methodology, which allows us to capture entire scaffolds (the process from noticing to overcoming a specific learning difficulty) and to analyse the quality of scaffolding in terms of the contingent shift principle (Wood, 1980). Even though these analyses are fine-grained, they yield reliable results. From a total of 281 scaffolds, 232 were rated as contingent and 49 as non-contingent. Contingengy rates (number of contingent scaffolds compared to total number of scaffolds) were calculated for small groups and for tasks. Implications for teacher education are discussed.

Authors

• Hanna Mach, Goethe University

• Rico Hermkes, Goethe University Frankfurt

• Gerhard Minnameier, Johann Wolfgang Goethe University