Scaffolding and metacognition in practice teaching: the affectiveemotional dimension of mentors
Abstract
This article analyzes the contribution of mentors to affective-emotional scaffolding in teacher training programmes in the light of the perceptions, beliefs and expectations of the postgraduate students enrolled in a Master’s degree programme in Spanish L2 teaching. This study falls within the qualitative research paradigm and we tackle it from a biographical narrative standpoint alongside an interpretive descriptive methodological approach based on the content analysis technique. Our conclusions have been drawn from the data gathered from 50 trainee teacher diaries (Memorias Fin de Prácticas), which were analysed through coding using the ATLAS.ti (v7.5.18) software. Those data show the importance given to the mentors’ affective-emotional dimension (46.42%); closely followed by the technical side of teaching practice, at 43.75%; whereas the training dimension accounts for a mere 8.9% of quotes. The research concludes that the critical analysis of the reflections upon practice teaching can provide a significant foundation for feedback, which will allow trainees to develop their own professional identity –through the analysis of cognitive, affective and motivational profiles–..
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