Exploring Primary-School EFL Teacher Expertise in Scaffolding: A Comparative Study

Weiying Li and Weicheng Zou

SAGE Open, 2021, vol. 11, issue 4, 21582440211061574

Abstract: While much attention has been focused—in the field of teacher expertise—on expert teachers’ cognitive and behavioral characteristics, little attention has been devoted to how expert teachers reciprocally interact with the learning process. To bridge this gap in knowledge, this study seeks to explore primary-school EFL (English as a Foreign Language)—teacher expertise in the area of scaffolding. A comparison has been made among 2 expert EFL teachers, 20 experienced non-expert teachers, and 2 novice teachers in Chinese primary-school settings. By adopting a qualitative method of inquiry using interviews, classroom observations, and stimulated recalls, (yet with a quantitative aspect incorporating data analysis), the study demonstrates that expert teachers show a tendency to use scaffolding strategies more frequently and appropriately. These findings suggest that more open-ended activities be conducted to allow for scaffolding in EFL classrooms and that ESL/EFL teacher education raise scaffolding awareness in pre-service and in-service teachers.

Keywords: EFL teacher expertise; expert teachers; scaffolding; EFL teachers; primary school (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440211061574 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211061574

DOI: 10.1177/21582440211061574

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().