Date of Award
Summer 2021
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Todd Lilly
Abstract
This study examines what scaffolding practices impacted how teacher candidates assume teacher Discourse and develop teaching praxis. Vygotsky’s Zone of Proximal Development, Bruner’s Scaffolding, and Gee’s Discourse are used as a framework for this research. Using data from surveying and interviewing six new practicing teachers from two educator preparation programs, the qualitative analyses suggest that scaffolding through modeling, practice, and reflection have the strongest impact on how teacher candidates develop their Discourse and praxis.
Rights
© 2021, Laura Potuto Kaufmann
Recommended Citation
Kaufmann, L. P.(2021). Scaffolding Teacher Candidates in Developing Discourse and Acquiring Praxis. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6471