Resumo

SAN MARTIN, María Gimena. Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina. profile [online]. 2018, vol.20, n.1, pp.121-134. ISSN 1657-0790.  https://doi.org/10.15446/profile.v20n1.63032.

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

Palavras-chave : Learning-to-teach; scaffolding; student-teachers; supervisor; teacher education.

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