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Instructional Scaffolding in Online Content-based Instruction: Intentions of Teachers’ Scaffolding | ||
Journal of Modern Research in English Language Studies | ||
مقاله 4، دوره 10، شماره 1، فروردین 2023، صفحه 73-99 اصل مقاله (757.24 K) | ||
نوع مقاله: research paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2022.17467.2087 | ||
نویسندگان | ||
Zahra Kamrani1؛ Zia Tajeddin* 2؛ Minoo Alemi3 | ||
1Department of English Language Teaching, Islamic Azad University, West Tehran Branch, Tehran, Iran | ||
2Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran | ||
3Department of English Language Teaching, Islamic Azad University, West Tehran Branch, Tehran, Iran | ||
تاریخ دریافت: 06 تیر 1401، تاریخ بازنگری: 14 مرداد 1401، تاریخ پذیرش: 24 مرداد 1401 | ||
چکیده | ||
The emerging interest in scaffolding as a dynamic, multifaceted, and evolving construct has mounted over the last decades due to its impact on teachers’ professional development and students’ learning. The present paper adopted conversation analysis to analyze scaffolding intentions in content-based instruction (CBI) based on Van de Pol et al.’s (2010) framework of scaffolding intentions, which includes direction maintenance, cognitive structuring, reduction of the degrees of freedom, recruitment, and frustration control. Through convenience sampling, four science teachers in English-medium CBI were selected, and the videotaped recordings of 12 hours of their online classroom instruction were transcribed and analyzed. The findings indicated that scaffolding intentions mostly pertain to enhancing students’ cognitive structuring, controlling their frustration, and promoting their engagement in the learning process. The findings showed that the cognitive load of learning concepts was one of the main determiners of teachers’ scaffolding. Also, various activities to recruit interest were used by the teachers to provide scaffolding. The findings evidenced that teachers’ interactional and instructional techniques were mostly centered on directing students towards the pedagogical aims and engaging them in the various activities at hand to call students’ attention to the applicability of science matters in the real-life or personal experience. It should be noted that developing self-supporting and self-reflecting strategies were demanding for the teachers. These findings have implications for the teachers and teacher educators to heighten teachers’ awareness of scaffolding in CBI classes to enact more effective teaching. | ||
کلیدواژهها | ||
Scaffolding Intentions؛ Content-Based Instruction (CBI)؛ International Students؛ Online Classes؛ Conversation Analysis | ||
عنوان مقاله [English] | ||
تکیه گاه سازی در آموزش آنلاین محتوا محور: اهداف معلمان از تکیه گاه سازی | ||
نویسندگان [English] | ||
زهرا کامرانی1؛ ضیا تاج الدین2؛ مینو عالمی3 | ||
چکیده [English] | ||
علاقه در حال شکل گیری به مفهوم تگیه گاه سازی به عنوان ساختاری پویا، چند وجهی و در حال تحول در دهه های اخیر به دلیل تأثیر آن بر رشد حرفه ای معلمان و یادگیری دانش آموزان افزایش یافته است. در این مقاله، تحلیل مکالمه با هدف بررسی اهداف تگیه گاه سازی در آموزش محتوا محور اتخاذ شده است که بر اساس چارچوب اهداف تکیه گاه سازی ون دو پول و همکاران (2010) و شامل حفظ جهت نوجه، یادگیری شناختی، کاهش آختیار، جذب، و کنترل ناامیدی می باشد. چهار معلم علوم از طریق نمونهگیری در دستربرای آموزش محتوا محور انتخاب شدند و ضبط ویدئویی 12 ساعت از آموزش کلاس آنلاین آنها رونویسی و تحلیل شد. یافتهها نشان داد که هدف تکیه گاه سازی بیشتر به تقویت ساختار شناختی دانشآموزان، کنترل ناامیدی و ارتقای مشارکت آنها در فرآیند یادگیری مرتبط میشود.علاوه بر آن، یافتهها نشان داد که یادگیری شناختی مفاهیم یکی از اهداف تعیینکننده تکیه گاه سازی معلمان است. همچنین از فعالیت های مختلف جهت جذب دانش آموزان توسط معلمان در فرایند تکیه گاه سازی استفاده شده است. یافتهها نشان میدهد که فنون تعاملی و آموزشی معلمان بیشتر بر هدایت دانشآموزان به سمت اهداف آموزشی و درگیر کردن آنها در فعالیتهای مختلف است تا توجه دانشآموزان را به کاربرد موضوعات علمی در زندگی واقعی یا تجربه شخصی جلب کند. در این تحقیق، به کارگیری راهبردهای خود حمایتی و تامل گرایانه برای معلمان امری دشواربود. این یافته ها، نتایجی را برای معلمان و مدرسان تربیت معلم جهت افزایش آگاهی آنها از تکیه گاه سازی در کلاسهای محتوا محور به همراه دارد. | ||
کلیدواژهها [English] | ||
اهداف تکیه گاه سازی, آموزش محتوا محور, دانش آموزان بین الملل, کلاس های آنلاین, تحلیل مکالمه | ||
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