Bosanquet, P;
Radford, J;
(2019)
Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning.
British Journal of Educational Psychology
, 89
(1)
pp. 177-190.
10.1111/bjep.12231.
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Abstract
BACKGROUND: Teaching assistants (TAs) are taking increasing responsibility for the learning of pupils. A key instructional skill for TAs is the ability to scaffold learning. AIM: To explore the interactions of TAs in relation to scaffolding as a theory of instruction. METHODS: Observational data in the form of video were collected. Conversation analysis was used to examine these interactions. RESULTS: Examples are explored where repair of troubles and construction of topic are highly led by the TA. As such, these interactions cannot be seen to constitute scaffolding. CONCLUSIONS: Teaching assistants require training in scaffolding as an instructional strategy, and educational psychologists (EPs) could play a vital role in this respect.
| Type: | Article |
|---|---|
| Title: | Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning |
| Location: | England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/bjep.12231 |
| Publisher version: | https://doi.org/10.1111/bjep.12231 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | conversation analysis, interaction, literacy, repair, scaffolding, teaching assistants, topic |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10058561 |
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