Teachers’ Scaffolding and Its Potential to Support Social-Emotional Skills in a Collaborative Learning Context

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Supporting Teachers With Social and Emotional Learning (Table 41)

Abstract

This study examined how teachers’ scaffolding in Collaborative Reasoning (CR), a student-centered discussion approach, facilitated students’ social-emotional (SEL) skills. Twenty-four discussion transcripts were analyzed following the content-analysis method to identify the types of teachers’ scaffolding and students’ SEL skills. Epistemic Network Analysis (ENA) was employed to visually depict the pattern of SEL skills across three different groups. We utilized ANOVA to identify between-group differences in SEL skills. The results indicated that social awareness emerged in two classes receiving more metacognitive scaffolding, whereas decision-making skills were more frequently observed in groups receiving cognitive scaffolding. This study contributes to the continued effort to determine how teacher-student interaction can be made more effective to support students’ SEL skill development in collaborative learning contexts.

Authors

• Sisilia Novena Kusumaningsih, University of Montana - Missoula

• Jingjing Sun, University of Montana