From Coursework Intervention to Fieldwork: Using Video to Support Teacher Candidates' Enactment of Scaffolding Techniques

• In Event: Supporting Excellence and Equity and Literacy Education

Abstract

This video intervention study investigates how six teacher candidates in their fieldwork enact and reason about scaffolding techniques introduced in a Language Arts coursework intervention. We report on data from the fieldwork intervention, where the candidates (a) video filmed their enactment of scaffolding techniques, and (b) selected clips for conversations with their mentors, and made screen captures of these conversations. We analyzed the data qualitatively, focusing on the quality of (1) the candidates’ enactment and (2) episodes of pedagogical reasoning. Preliminary findings indicate that although the quality of the candidates’ enactment varies, they all reason about didactical dilemmas concerning the adaption of scaffolding techniques – to the purpose of the lesson and student needs.

Authors

• Gøril Brataas, University of Oslo

• Inga Staal Jenset, University of Oslo