The aim of this study is to analyze how four teachers work with verbal scaffolding during text talk to develop pupils' conceptual understanding in fourth grade. There are five forms of verbal scaffolding that the study focuses on. This study answers the following questions: What specific strategies does the teacher use to develop conceptual understanding? How does the teacher apply verbal scaffolding during text talk? The questions are answered by two qualitative methods, classroom observations and interviews with the four participant teachers. The two methods interact with a shared focus directed on answering the study’s questions. The purpose of the observations was to have a focus on how the teachers used verbal scaffolding during text talk to develop pupils’ conceptual understanding. However, during the interviews, the teachers had the opportunity to express their own perception of their teaching. The study's theoretical framework is based on the concept scaffolding. To make the analysis more concrete, scaffolding has been categorized into five forms of verbal scaffolding. The result showed that all the teachers apply the different categorized verbal scaffolding during the text-talks, although with varying approaches. Furthermore, teachers advocate for different strategies to enhance pupils’ conceptual understanding.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-52939 |
| Date | January 2023 |
| Creators | Chukri, Maria |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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