The present study aimed at investigating the process of scaffolding in a naturalistic setting with focus on a key aspect of scaffolding, namely contingency. Three Social Studies teachers in innovative prevocational schools were observed and interviewed. A coding scheme for the measurement of scaffolding was developed which revealed different patterns of contingent and non-contingent teaching amongst the teachers. In general these teachers of innovative schools showed little contingent teaching. Not adapting the support to students' current understanding and barely diagnosing the students' understanding appeared to be characteristic of this scarcity of non-contingent teaching. © 2009 Elsevier Ltd.
|Number of pages||12|
|Journal||Learning and Instruction|
|Early online date||18 Nov 2009|
|Publication status||Published - Feb 2011|