A supervisor's scaffolding strategies in EFL Teacher Education: A case study in Argentina

SAN MARTÍN, MARÍA GIMENA

ELTED journal

Centre for Applied Linguistics, University of Warwick

Lugar: Coventry; Año: 2018 vol. 21 p. 30 - 30

1365-3741

uiding and supporting students has always been a key feature of a teacher?s role. Helping learners to go through their evolving zones of proximal development (Vygotsky 1978), and gradually, develop more complex developmental levels requires teachers to take careful and gradual steps to provide adequate scaffolding. Fulfilling these roles places heavy demands on teachers as theyneed to address their learners? needs and effectively support them to promote and enhance learning. This article seeks to explore the ways in which a supervisor at an EFL Teacher Education programme in Córdoba, Argentina helps studentteachers in order to adequately scaffold their learning and, therefore, instigate theirdevelopment