Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

SAN MARTÍN, MARÍA GIMENA

Profile: Issues in Teachers' Professional Development

Foreign Languages Department, Universidad Nacional de Colombia

Lugar: Bogotá; Año: 2018 vol. 21 p. 121 - 121

1657-0790

his study seeks to examine how a supervisor scaffolds the student-teachers? learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers? perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students? level of understanding.