Semantic waves and their affordances for teaching scaffolding to pre-service teachers

Reading & Writing

Field Value
Title Semantic waves and their affordances for teaching scaffolding to pre-service teachers
Creator Jina Asvat, Zaheera
Subject Education; Literacy; Writing legitimation code theory (LCT); semantic gravity; semantic waves; learning pathways; scaffolding; metaphor
Description Background: Research argues that parents/teachers and learners work collaboratively and this active participation in scaffolded activities builds knowledge and extends understandings. However, researchers who have explored scaffolding as a pedagogic tool do not demonstrate how this tool looks in practice.Objectives: As a teacher educator, I introduce concepts like scaffolding as part of pre-service teachers’ theory of learning. The purpose of this article is to explore how the Legitimation Code Theory (LCT) concepts of semantic gravity and semantic waves, show modelling interactions that reveal the learning pathways leading to independent mastery of the task.Method: The study was conducted in 2020, which presented a unique opportunity to watch one teacher teach three Grade 3 learners online on a one-to-one basis, providing for comparisons between them. This qualitative study represented a case-study research design and employed data analysis using a semantic gravity translation device. Convenience sampling was used when selecting the participants. A story, ‘A visit to the dentist’, was used to identify the metaphors in the text.Results: Using semantic waves, I show how the teacher works with concepts, criteria, text resources and learner understanding. The analysis exposed pathways that could now be purposefully designed.Conclusion: Further research is necessary to investigate the value of semantic waves as a means of enabling teachers to track these kinds of interaction.Contribution: The findings provide the means to demonstrating how semantic waves may assist teachers to design and operationalise learning pathways in ways that scaffolding cannot.
Publisher AOSIS Publishing
Date 2022-07-29
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — qualitative; case-study
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/rw.v13i1.346
Source Reading & Writing; Vol 13, No 1 (2022); 10 pages 2308-1422 2079-8245
Language eng
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Rights Copyright (c) 2022 Zaheera Jina Asvat