From Campus Intervention to Teaching Practice: Teacher Candidates' Enactment of Scaffolding Techniques in Language Arts

• In Event: Clinical Practice and Content-Based Teaching and Learning

Abstract

Scaffolding adolescents’ disciplinary literacy learning is important for quality and equity in education – and thus an important target for teacher education. This study reports on teacher candidates’ enactment of scaffolding techniques in language arts during fieldwork, following a coursework intervention using video to represent and decompose teacher’s use of scaffolding techniques. Answering calls for research following up practice-orientated interventions and their implications for teaching practice, this paper draws on observation- and interview data to investigate how and to what extent teacher candidates take up scaffolding techniques introduced in coursework and enact them when teaching language arts - and how they experience this. The findings indicate that teacher candidates need targeted support during fieldwork to master the enactment of these practices.

Authors

• Gøril Brataas, University of Oslo

• Inga Staal Jenset, University of Oslo