Learning about whole-class scaffolding from a teacher professional development study

Visnovska, Jana and Cobb, Paul (2015) Learning about whole-class scaffolding from a teacher professional development study. ZDM, 47 7: 1133-1145. doi:10.1007/s11858-015-0739-7

Author Visnovska, Jana
Cobb, Paul
Title Learning about whole-class scaffolding from a teacher professional development study
Journal name ZDM   Check publisher's open access policy
ISSN 1863-9704
Publication date 2015-11-01
Sub-type Article (original research)
DOI 10.1007/s11858-015-0739-7
Open Access Status Not Open Access
Volume 47
Issue 7
Start page 1133
End page 1145
Total pages 13
Place of publication Heidelberg, Germany
Publisher Springer
Collection year 2016
Language eng
Formatted abstract
The importance of teachers developing adaptive instructional practices consistent with metaphor of whole-class scaffolding has been well documented. However, teachers’ development of such practices is currently not well understood. We draw on a 5-year professional development (PD) design experiment in which a group of middle school mathematics teachers developed aspects of such practices. We address questions of how can teachers’ development of instructional practices consistent with whole-class scaffolding be supported, and what challenges should be anticipated when designing to support such development? Findings indicate that leveraging teachers’ existing practices and concerns was important in supporting them to focus on students’ mathematical reasoning and develop adaptive practices. We discuss how the notion of whole-class scaffolding can orient the design of PD activities that remain grounded in classroom practice, and also consider how this notion can be further refined through analyses of teachers’ learning in PD settings.
Keyword Adaptive instructional practices
Design research
Professional development
Teacher learning
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
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