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Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning

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. Green open access

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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
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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