The Effects of Video Case Analysis on Preservice Teachers’ Understanding of Scaffolding

Abstract

This proposal describes a study designed to improve preservice teachers' ability to connect one particular theoretical construct, scaffolding, to practice through the use of digital video cases of elementary classrooms. Subjects were nine preservice teachers enrolled in a beginning (K-2) reading course. Results indicated that subjects' understanding of scaffolding theory improved substantially through the critical analysis of several video cases. Subjects also demonstrated growth in their ability to articulate how scaffolding could be modified for atypical instructional situations. Implications for future research are included.