Scaffolding Preservice Teachers Online: The Roles Of Interest And Mathematical Beliefs
Proceedings Of The 8th International Conference On Learning Sciences
Discourse analysis and grounded theory were used to study the responses of 12 preservice teachers (PTs) to scaffolding: 6 received content-informed scaffolding and 6 received performance feedback. PTs receiving content-informed scaffolding varied in the content and form of their scaffolding from PTs receiving performance feedback. Readiness to learn from scaffolding appears to be influenced by interest for mathematics and problem-oriented mathematical beliefs.
International Society Of The Learning Sciences
C. A. Chinn, G. Erkens, And S. Puntambekar
8th International Conference On Learning Sciences
June 23-28, 2008
L. S. Ray and K. Ann Renninger.
"Scaffolding Preservice Teachers Online: The Roles Of Interest And Mathematical Beliefs".
Proceedings Of The 8th International Conference On Learning Sciences.
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