Open AccessIn-service teachers’ scaffolding in teaching and learning mathematics
Author(s) -
E. P. Mahharrini,
Muhammad Shahbaz Anwar,
Bansu Irianto Ansari,
Bainuddin Yani
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1460/1/012039
Subject(s) - scaffold , mathematics education , certification , psychology , pedagogy , computer science , database , political science , law
The information about teachers’ scaffolding in teaching and learning mathematics, especially in Indonesia, is still limited. This study aims to investigate mathematics teachers’ scaffolding in a teacher certification programme (Pendidikan Profesi Guru hereafter PPG) in Banda Aceh. This study involved two in-service teachers participating a professional experience placement program in one of Junior High Schools in Banda Aceh. The video recordings of participants’ teaching practices were analyzed qualitatively to examine the balance of teachers’ scaffolding and students’ responses based on five scaffolding strategies. The results show that both teachers used the pseudo-contingent type of scaffolding, in which the teachers were still not able to appropriately facilitate students to learn the given topic. T1 conducted four scaffolding strategies, namely: offering explanation, inviting student participation, verifying and clarifying student understanding, and inviting students to contribute clues. T2 provided five scaffolding strategies, namely: offering explanation, inviting student participation, verifying and clarifying student understanding, modelling the desired behaviour and inviting students to contribute clues. Therefore, the PPG likely needs to implement a specific strategy to improve teachers’ ability to provide effective scaffolding for students’ learning, for example, by providing extra time for in-service teachers to practice implementing the appropriate scaffolding during peer-teaching activities.