A review of teacher implemented scaffolding in K-12

Dominguez, Sara; Svihla, Vanessa

doi:10.1016/j.ssaho.2023.100613

Cited by 6 publications

(2 citation statements)

References 64 publications

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“…Bruner’s scaffolding, a concept propounded by Jerome Bruner (1978), proved to be an effective educational strategy aligning with Vygotsky’s social-constructivist theory. The term ‘scaffolding’ refers to particular activities that enhance learning and is used to describe how learners can be helped to achieve higher-level learning with support (Dominguez & Svihla, 2023). The concept of scaffolding has been widely applied in relation to ZPD, despite having originated with cognitive psychologist Bruner in the late 1950s (Vygotsky, 1978).…”

Section: Juxtaposing Heutagogy With Social Constructivismmentioning

confidence: 99%

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

S.,

B.,

Karthika

2024

Higher Education for the Future

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Education in its essential meaning should beget a civilized and socio-emotionally intelligent, competent mindset in its stakeholders. However, this seems an ideal situation which is impractical owing to several conditions and constraints that impede the implementation of holistic education. Pedagogical practices initially relied on rote learning and thereafter several reforms in educational policies asserted the importance of nurturing global competency among the learners. However, this shift from rote learning to a more self-directed learning is a challenging transformation which is idealized to a great extent. In this article, we argue that a sudden shift may not be possible, and to realize learner autonomy and their self-directedness, there should be a gradual but steady progress from pedagogy to andragogy and then to heutagogy. Self-directedness and learner-centredness are the crucial aspects of heutagogy. Taking examples from a case study that we conducted with teachers of English from select higher education institutions in India, we analysed the various tenets of heutagogy and its practicality in the Indian context. We investigated how teachers are incorporating aspects of heutagogy in their English classrooms and what major challenges are encountered. Their individual classroom episodes may serve as an initial reservoir of ideas to orient further research in the field. The possibility of embedding the PAH continuum in classrooms is analysed through the lens of socio-constructivist theory. The insights from this study will be valuable for teachers and students who wish to gain a deeper insight into the heutagogical learning paradigm and its integration into language teaching in the classroom.

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Section: Juxtaposing Heutagogy With Social Constructivismmentioning

confidence: 99%

Reimagining English Language Teaching: Towards Developing a Heutagogical Framework

S.,

B.,

Karthika

2024

Higher Education for the Future

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“…All participant involved and understand how to build terrarium according practical worksheet. Many studies have found that modelling through guiding as scaffold to be beneficial (Dominguez & Svihla, 2023); increased students' achievement and collaboration among students with different field through Project base learning (MacLeod & van der Veen, 2020); enhanced students engaged and learning outcome (H. S. Kim & Oh, 2018); have positive impact on improve life skills of students with ID (Widajati & Mahmudah, 2022). It shows that modelling and guiding on instruction process of teacher in important for positive impact to increased understanding concepts and involving activities.…”

Section: Implementation Of Training Based-on Gagne Modelsmentioning

confidence: 99%

Training Model Design Terrarium to Increase Teachers Special Education Competency

Asriwijiastuti,

Masitoh,

Ardianingsih

2024

JP2

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Special education teachers with non-science backgrounds were found to have 85% below standard and weak competency in explaining environmental phenomena related to ecosystem concepts and experiments. This condition requires conscious efforts to enhance quality through modeling and direct experimentation. This study aims to analyze the improvement of teacher competencies in creating terrariums by applying a training model based on "Gagne’s nine events of instruction". The method used is a pre-post design, data collection using test methods, and analyzed using the Wilcoxon test with SPSS 26. This research was conducted on 21 teachers from SLB School. The competency results of teacher knowledge based on the pretest and posttest show t count = 11.370 and t count = 3.092, t table (10-1) with alpha 0.05 two-tail = 1.833. Thus, the application of the training model based on Gagne's learning perspective improves teacher competencies in teaching terrarium materials. Furthermore, the training model can provide basic vocational knowledge, especially in terrarium design, improve teacher mastery, and motivation. The implications of this research can be used in schools with limited space to be presented in the classroom through mini-labs in the form of terrariums and for teachers teaching students with intellectual disabilities. These findings can serve as a reference for teachers in special education to conduct meaningful learning for students with intellectual disabilities in other learning materials.

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