Tesis Magíster
Study on Language Teaching Practicum Supervisors’ Questions as Scaffolding Assistance in Feedback Sessions with Teacher Trainees
Fecha
2017Autor
Roberts, Leah
UNIVERSITY OF YORK
Institución
Resumen
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.