Teachers' scaffolding behaviours during cooperative learning

Gillies, R. M. and Boyle, M. (2005) Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education, 33 3: 243-259. doi:10.1080/13598660500286242

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Author Gillies, R. M.
Boyle, M.
Title Teachers' scaffolding behaviours during cooperative learning
Journal name Asia-Pacific Journal of Teacher Education   Check publisher's open access policy
ISSN 1359-866X
Publication date 2005-11-01
Sub-type Article (original research)
DOI 10.1080/13598660500286242
Volume 33
Issue 3
Start page 243
End page 259
Total pages 17
Place of publication Abingdon, U.K.
Publisher Routledge
Language eng
Subject C1
330101 Educational Psychology
740102 Primary education
1301 Education Systems
Formatted abstract
This paper outlines the types of verbal interactions teachers engage in to challenge children's thinking and problem-solving during cooperative learning. The paper also provides examples of how children model many of the verbal interactions they have seen demonstrated in their discourse with each other. It appears that when teachers are explicit in the types of thinking they want children to engage in, it encourages children to be more focused and explicit in the types of help they provide. Understanding the key role that teachers play in promoting thinking and problem-solving in their students is particularly important given that it is the quality of talk that children generate that is a significant predictor of their learning.
© 2005 Australian Teacher Education Association
Keyword Problem solving
Cooperative learning
Teacher training
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
2006 Higher Education Research Data Collection
School of Education Publications
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Created: Wed, 15 Aug 2007, 17:14:34 EST