Koole2014a

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Koole2014a
BibType ARTICLE
Key Koole2014a
Author(s) Tom Koole, Ed Elbers
Title Responsiveness in teacher explanations: a conversation analytical perspective on scaffolding
Editor(s)
Tag(s) EMCA
Publisher
Year 2014
Language
City
Month
Journal Linguistics and Education
Volume 26
Number
Pages 57–69
URL Link
DOI 10.1016/j.linged.2014.02.001
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

The concept of ‘scaffolding’ introduced by Wood et al. (1976) figures prominently in educational research but lacks the empirical rigour that allows researchers to establish whether or not teacher assistance to students is an instance of scaffolding. We used conversation analysis to provide an empirical basis to the notion of ‘responsiveness’ (contingency) that Wood et al. treat as a fundamental characteristic of scaffolding. We analyzed dyadic teacher–student interactions in Dutch 1st grade secondary school mathematics classes and developed responsiveness as an interactional phenomenon: the concept has to rest on the analysis of how the learner's actions and the tutor's responses are interactionally brought about.

Notes