Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study

While much attention has been focused—in the field of teacher expertise—on expert teachers’ cognitive and behavioral characteristics, little attention has been devoted to how expert teachers reciprocally interact with the learning process. To bridge this gap in knowledge, this study seeks to explore...

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Autores principales:	Weiying Li, Weicheng Zou
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/ff426ba0f4cb477c8cb0c0f1af1e5625
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spelling	oai:doaj.org-article:ff426ba0f4cb477c8cb0c0f1af1e56252021-12-02T08:03:29ZExploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study2158-244010.1177/21582440211061574https://doaj.org/article/ff426ba0f4cb477c8cb0c0f1af1e56252021-12-01T00:00:00Zhttps://doi.org/10.1177/21582440211061574https://doaj.org/toc/2158-2440While much attention has been focused—in the field of teacher expertise—on expert teachers’ cognitive and behavioral characteristics, little attention has been devoted to how expert teachers reciprocally interact with the learning process. To bridge this gap in knowledge, this study seeks to explore primary-school EFL (English as a Foreign Language)—teacher expertise in the area of scaffolding. A comparison has been made among 2 expert EFL teachers, 20 experienced non-expert teachers, and 2 novice teachers in Chinese primary-school settings. By adopting a qualitative method of inquiry using interviews, classroom observations, and stimulated recalls, (yet with a quantitative aspect incorporating data analysis), the study demonstrates that expert teachers show a tendency to use scaffolding strategies more frequently and appropriately. These findings suggest that more open-ended activities be conducted to allow for scaffolding in EFL classrooms and that ESL/EFL teacher education raise scaffolding awareness in pre-service and in-service teachers.Weiying LiWeicheng ZouSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Weiying Li Weicheng Zou Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study
description	While much attention has been focused—in the field of teacher expertise—on expert teachers’ cognitive and behavioral characteristics, little attention has been devoted to how expert teachers reciprocally interact with the learning process. To bridge this gap in knowledge, this study seeks to explore primary-school EFL (English as a Foreign Language)—teacher expertise in the area of scaffolding. A comparison has been made among 2 expert EFL teachers, 20 experienced non-expert teachers, and 2 novice teachers in Chinese primary-school settings. By adopting a qualitative method of inquiry using interviews, classroom observations, and stimulated recalls, (yet with a quantitative aspect incorporating data analysis), the study demonstrates that expert teachers show a tendency to use scaffolding strategies more frequently and appropriately. These findings suggest that more open-ended activities be conducted to allow for scaffolding in EFL classrooms and that ESL/EFL teacher education raise scaffolding awareness in pre-service and in-service teachers.
format	article
author	Weiying Li Weicheng Zou
author_facet	Weiying Li Weicheng Zou
author_sort	Weiying Li
title	Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study
title_short	Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study
title_full	Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study
title_fullStr	Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study
title_full_unstemmed	Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study
title_sort	exploring primary-school efl teacher expertise in scaffolding: a comparative study
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/ff426ba0f4cb477c8cb0c0f1af1e5625
work_keys_str_mv	AT weiyingli exploringprimaryschooleflteacherexpertiseinscaffoldingacomparativestudy AT weichengzou exploringprimaryschooleflteacherexpertiseinscaffoldingacomparativestudy
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Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study

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