It also included discussion in large and small groups, (often in relation to a case study), and questions from professors directed at scaffolding teacher-participants' connections among personal, professional, pedagogical, and scientific issues relating to the HGP.
All the resulting strategies were documented in teacher's guidebook for Chinese-PP (teacher scaffolding → teacher guidebook; left arrow B in Fig. 2).
The changes were documented (proposed and emergent teacher scaffolding → teacher guidebook; left arrow B in Fig. 2).
All of these are reflected in the students' guidebook (proposed teacher scaffolding → teacher guidebook & student guidebook; arrow B in Fig. 2).
These strategies were also documented; and future teachers may consider explicitly recommending such strategies to weaker students (emergent student scaffolding → teacher guidebook & student guidebook; arrow B in Fig. 2).
Before the training, there was no significant difference between DAP teachers' scaffolding and DIP teachers' scaffolding.
Coaching sessions in GTQ are designed to engage teachers in thinking about their practice, with coaches modeling and scaffolding a teachers' development of a reflective practice.
For example, if a student assembles a character on the phone and asks for the teacher's verification without consulting the relevant peers, the teacher may advise the student to discuss with those potential group members (teacher scaffolding → student scaffolding; arrow C in Fig. 2).
In certain occasions, scaffolding by the teacher or by TEL environment would have been beneficial.
They also contribute to the science of instruction by indicating that students with different propensities might benefit from differential teacher scaffolding.
However, effective educational programs have been developed where sequences of behavior are built through the use of a strategy termed "scaffolding" where the teacher models, prompts, and reinforces behavior in a step-by-step fashion until the child performs the whole sequence independently, accurately, and fluently [ 118].
