Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees

Within the framework of sociocultural theory (SCT), this study examined the scaffolding process through TEFL practicum supervisors’ questions during the delivery of feedback after the observation of pre-service teachers’ lessons at schools. It further analysed the extent to which supervisors’ questi...

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Detalhes bibliográficos
Autor: Lara-Diaz, Manuel Alejandro
Formato: tesis de maestría
Estado:Versión publicada
Fecha de publicación:2017
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/237766
Acesso em linha:https://hdl.handle.net/10533/237766
Access Level:acceso abierto
Palavra-chave:Humanidades
Lenguage y Literatura
Lingüística
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dc.title.es_CL.fl_str_mv Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
title Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
spellingShingle Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
Lara-Diaz, Manuel Alejandro
Humanidades
Lenguage y Literatura
Lingüística
title_short Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
title_full Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
title_fullStr Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
title_full_unstemmed Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
title_sort Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
dc.creator.none.fl_str_mv Lara-Diaz, Manuel Alejandro
author Lara-Diaz, Manuel Alejandro
author_facet Lara-Diaz, Manuel Alejandro
author_role author
dc.contributor.advisor.none.fl_str_mv Roberts, Leah
dc.contributor.institution.es_CL.fl_str_mv UNIVERSITY OF YORK
dc.subject.oecd1n.es_CL.fl_str_mv Humanidades
topic Humanidades
Lenguage y Literatura
Lingüística
dc.subject.oecd2n.es_CL.fl_str_mv Lenguage y Literatura
dc.subject.oecd3n.es_CL.fl_str_mv Lingüística
description Within the framework of sociocultural theory (SCT), this study examined the scaffolding process through TEFL practicum supervisors’ questions during the delivery of feedback after the observation of pre-service teachers’ lessons at schools. It further analysed the extent to which supervisors’ questions matched the six functions of scaffolding activity. In addition to this, this investigation attempted to provide links between trainers’ questions and four approaches to supervision. Finally, this research sought to find out the participants’ perceptions on the effectiveness of feedback on teaching performance and their beliefs and how those opinions could lead to future development and improvement. The sample of this study was formed by twelve participants: four TEFL practicum supervisors and eight trainees doing their teaching practicum at schools in Chile. The data gathering tools included the transcription of eight feedback sessions on teaching performance and two questionnaires. A coding framework was developed to categorised supervisors’ questions and their links with the functions of scaffolding and approaches to supervision. The information was analysed qualitatively and quantitatively. Research findings show that supervisors’ questions during feedback sessions with trainees aid the scaffolding of specialised concepts, skills and strategies. The results also revealed that supervisors’ questions matched the six functions of scaffolding as well as three approaches to supervision. Concerning the perceptions of feedback, the findings showed that participants evaluated the interactions differently. All the supervisors had positive opinions about their own delivery of feedback as they believed that their comments during those conversations lead to pre-service teachers’ future improvement. In contrast, many of the trainees showed concerns and criticisms as they doubt that their trainers’ feedback could help them improve in their future. The conclusions showed the need to carry out further studies in SCT in supervisory contexts to further validate research findings.
publishDate 2017
dc.date.issued.es_CL.fl_str_mv 2017
dc.date.accessioned.none.fl_str_mv 2020-02-19T12:55:54Z
2022-08-16T16:44:43Z
dc.date.available.none.fl_str_mv 2020-02-19T12:55:54Z
2022-08-16T16:44:43Z
dc.date.embargo.es_CL.fl_str_mv info:eu-repo/date/embargoEnd/2025-01-01
dc.type.none.fl_str_mv Tesis Magíster
dc.type.driver.es_CL.fl_str_mv info:eu-repo/semantics/masterThesis
dc.type.openaire.none.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.tesis.none.fl_str_mv Tesis
format masterThesis
status_str publishedVersion
dc.identifier.folio.es_CL.fl_str_mv 73170050
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10533/237766
identifier_str_mv 73170050
url https://hdl.handle.net/10533/237766
dc.relation.none.fl_str_mv instname: Conicyt
reponame: Repositorio Digital RI2.0
dc.relation.projectid.es_CL.fl_str_mv info:eu-repo/grantAgreement//73170050
dc.relation.set.none.fl_str_mv info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488
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spelling UNIVERSITY OF YORKLara-Diaz, Manuel Alejandro2017https://hdl.handle.net/10533/237766http://purl.org/coar/access_right/c_abf2LingüísticaLenguage y LiteraturaHumanidadesStudy on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher TraineesRoberts, LeahUNIVERSITY OF YORKReino UnidoLara-Diaz, Manuel Alejandro2020-02-19T12:55:54Z2022-08-16T16:44:43Z2020-02-19T12:55:54Z2022-08-16T16:44:43Zinfo:eu-repo/date/embargoEnd/2025-01-012017Within the framework of sociocultural theory (SCT), this study examined the scaffolding process through TEFL practicum supervisors’ questions during the delivery of feedback after the observation of pre-service teachers’ lessons at schools. It further analysed the extent to which supervisors’ questions matched the six functions of scaffolding activity. In addition to this, this investigation attempted to provide links between trainers’ questions and four approaches to supervision. Finally, this research sought to find out the participants’ perceptions on the effectiveness of feedback on teaching performance and their beliefs and how those opinions could lead to future development and improvement. The sample of this study was formed by twelve participants: four TEFL practicum supervisors and eight trainees doing their teaching practicum at schools in Chile. The data gathering tools included the transcription of eight feedback sessions on teaching performance and two questionnaires. A coding framework was developed to categorised supervisors’ questions and their links with the functions of scaffolding and approaches to supervision. The information was analysed qualitatively and quantitatively. Research findings show that supervisors’ questions during feedback sessions with trainees aid the scaffolding of specialised concepts, skills and strategies. The results also revealed that supervisors’ questions matched the six functions of scaffolding as well as three approaches to supervision. Concerning the perceptions of feedback, the findings showed that participants evaluated the interactions differently. All the supervisors had positive opinions about their own delivery of feedback as they believed that their comments during those conversations lead to pre-service teachers’ future improvement. In contrast, many of the trainees showed concerns and criticisms as they doubt that their trainers’ feedback could help them improve in their future. The conclusions showed the need to carry out further studies in SCT in supervisory contexts to further validate research findings.PFCHA-BecasPreparación de artículos académicos y libro basado en datos de mi tesis. Asunto:derechos de autor.PFCHA-Becas73170050https://hdl.handle.net/10533/237766instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//73170050info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488info:eu-repo/semantics/openAccessHumanidadesLenguage y LiteraturaLingüísticaStudy on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher TraineesTesis Magísterinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/237766PFCHA-Becasfdf3e5ef-322b-40a3-9d64-aa81ebceb290virtual::48480-1fdf3e5ef-322b-40a3-9d64-aa81ebceb290virtual::48480-1ORIGINALDISSERTATION FINAL VERSION -SEPTEMBER 2017-MANUEL LARA.pdfTesis de Magisterapplication/pdf942805https://repositorio.anid.cl/bitstreams/909a37b9-6f8f-4abc-859c-ce374783649e/download152617e66eb7df9e31c53ba30247d753MD51LICENSElicense.txttext/plain1779https://repositorio.anid.cl/bitstreams/dbdd0622-2c9a-4dca-8081-82807f89808e/download593a6e7305c66c56041a9f9e15a649c1MD52TEXTDISSERTATION FINAL VERSION -SEPTEMBER 2017-MANUEL LARA.pdf.txtExtracted texttext/plain187393https://repositorio.anid.cl/bitstreams/8835c923-bfa9-4ffd-b0ce-77b63eabc9d7/download37ff8b411951bc3377cc338ce53e08c4MD53THUMBNAILDISSERTATION FINAL VERSION -SEPTEMBER 2017-MANUEL LARA.pdf.jpgIM Thumbnailimage/jpeg4466https://repositorio.anid.cl/bitstreams/643281b3-1165-4313-941e-62763d4905dc/download32f71aeefdb788a512f5ce5b21ca91beMD5410533/237766oai:repositorio.anid.cl:10533/2377662023-07-24 10:53:46.589https://repositorio.anid.clRepositorio ANIDaletelier@anid.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