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Fostering learner independence through heuristic scaffolding : A valuable role for teaching assistants

Radford, Julie; Bosanquet, Paula; Webster, Robert; Blatchford, Peter; Rubie-Davies, Christine; (2013) Fostering learner independence through heuristic scaffolding : A valuable role for teaching assistants. International Journal of Educational Research , N/A (N/A) N/A. (In press). Green open access

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Abstract

Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think for themselves, this paper argues that their practice should be informed by heuristic scaffolding. A substantial dataset from three teaching assistant projects was scrutinised for examples of heuristics. Using conversation analysis, the paper shows how assistance is negotiated and adjusted over a sequence of discourse. Four patterns of heuristic scaffolding are shown: heuristic modelling represents the highest level of support; heuristic questioning and prompting are jointly negotiated with the student. Self-scaffolding by students shows them taking responsibility for their own learning strategies. Implications for the school system are explored.

Type: Article
Title: Fostering learner independence through heuristic scaffolding : A valuable role for teaching assistants
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: Classroom talk, scaffolding, teaching assistants, paraprofessionals, conversation analysis, pedagogy, Learning
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10012149
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