Patterns of contingent teaching in teacher-student interaction

J.E. van de Pol; M.L.L. Volman; J.J. Beishuizen

doi:10.1016/j.learninstruc.2009.10.004

Patterns of contingent teaching in teacher-student interaction

J.E. van de Pol, M.L.L. Volman, J.J. Beishuizen

LEARN!

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

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.

Original language	English
Pages (from-to)	46-57
Number of pages	12
Journal	Learning and Instruction
Volume	21
Issue number	1
Early online date	18 Nov 2009
DOIs	https://doi.org/10.1016/j.learninstruc.2009.10.004
Publication status	Published - Feb 2011

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.learninstruc.2009.10.004

Persistent URL (handle)

Persistent link

Cite this

@article{b6667e563cc14c118fca3c1e2d31fc9f,

title = "Patterns of contingent teaching in teacher-student interaction",

abstract = "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. {\textcopyright} 2009 Elsevier Ltd.",

author = "{van de Pol}, J.E. and M.L.L. Volman and J.J. Beishuizen",

year = "2011",

month = feb,

doi = "10.1016/j.learninstruc.2009.10.004",

language = "English",

volume = "21",

pages = "46--57",

journal = "Learning and Instruction",

issn = "0959-4752",

publisher = "Elsevier B.V.",

number = "1",

}

TY - JOUR

T1 - Patterns of contingent teaching in teacher-student interaction

AU - van de Pol, J.E.

AU - Volman, M.L.L.

AU - Beishuizen, J.J.

PY - 2011/2

Y1 - 2011/2

N2 - 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.

AB - 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.

U2 - 10.1016/j.learninstruc.2009.10.004

DO - 10.1016/j.learninstruc.2009.10.004

M3 - Article

SN - 0959-4752

VL - 21

SP - 46

EP - 57

JO - Learning and Instruction

JF - Learning and Instruction

IS - 1

ER -

Patterns of contingent teaching in teacher-student interaction

Abstract

UN SDGs

Access to Document

Persistent URL (handle)

Fingerprint

Cite this