Experience Of In-service Training Research Articles

Learning about Literacy: Speech-Language Pathologists' Pre-Service and In-Service Training Experiences in the United States.

To better understand speech-language pathologists' (SLPs') pre-service and in-service training experiences in literacy and the relationship between their literacy training experiences and current practice, self-efficacy, and beliefs regarding their roles in literacy assessment and treatment, a web-based survey of SLPs was conducted (n = 444). Responses revealed that 60% of respondents completed at least one literacy course in their graduate programs: 55% took courses that embedded content in literacy assessment or treatment, and 23% took courses dedicated to literacy. These results varied based on the decade of graduation. Although 73.5% of respondents felt that their graduate programs trained them well or very well to assess and treat spoken language, only 8.5% felt the same about literacy. Most respondents (80%) reported completing in-service literacy training, and 89% reported wanting more literacy training. Completion of in-service training was positively, significantly related to respondents' current literacy-related clinical practice, self-efficacy, and beliefs regarding their roles; however, pre-service literacy training was not significantly related to any of these. Though in-service training appears to play a role in helping SLPs deliver literacy services, more emphasis on increasing the quantity and quality of pre-service and in-service training in the assessment and treatment of literacy is needed.

Experiences and Perceptions of School-Based Speech-Language Pathologists Related to Literacy: Results From a National Survey

School-based speech-language pathologists (SLPs) play an important role in supporting children with reading and writing difficulties. The purpose of this study was to describe the training, experiences, and knowledge of SLPs who work in preschool, elementary school, or middle/high school settings in relation to children with reading and writing difficulties. Preschool and school-based SLPs (N = 280) participated in an online survey, with items related to preservice and in-service training experiences, experiences and perceptions of competence related to reading and writing assessment and instruction with students on their caseload, and knowledge of reading and writing. The majority of respondents reported limited preservice coursework and clinical training experiences with students with reading and writing difficulties. Many SLPs reported that more than half of the students on their caseload had reading and writing difficulties, but many SLPs (approximately 40%) had poor confidence in their abilities in assessment and intervention with children with reading and writing difficulties. Nearly all SLPs indicated that they would benefit from additional training and experience with children with reading and writing difficulties. We provide some initial suggestions for graduate coursework, clinical training experiences, and tailored professional development. https://doi.org/10.23641/asha.21809514.

난독증에 대한 초등학교 일반교사들의 인식도 조사

The purpose of this study was to investigate the perception of elementary school teachers about dyslexia, which was receiving major attention in school settings. Three hundred nine elementary school teachers were surveyed regarding their perceptions about the causes, symptoms, diagnosis, and treatment of dyslexia. Survey data were analyzed by descriptive statistics and regression analysis. The results of the analysis were as follows. First, it was found that elementary school teachers generally did not know or have inaccurate knowledge about dyslexia. In particular, the correct response rate for the treatment of dyslexia was 12.8%, and that for the cause of dyslexia was 24.3%, indicating that the level of accurate recognition was very low. Second, teaching experience, confidence of teaching, in-service training experience related to dyslexia, experience of completing subjects with dyslexia, and experiences of teaching students with dyslexia had a positive or negative effects on the perception of dyslexia. In particular, the rate of misconceptions among teachers who had in-service training experience and completion of subjects was relatively high. The results of this study indicate that teacher training or education for correct perceptions of dyslexia is urgent for elementary school teachers. Also, the results show that current dyslexia-related teacher training programs should be updated based on the latest research of dyslexia.

College English Teachers’ Conceptions of Research: An Institutional Case Study from China

It’s has been a long-proved fact that Chinese college English teachers are weak in research. Language teachers’ research engagement is greatly influenced by their conceptions of research. The institutional case study focuses on the college English teachers’ conceptions of research in a Chinese non-key university. The questionnaire survey and in-depth interviews of 6 teachers of typical demographic features show that besides the confirmation of quantitative studies, their academic awareness in qualitative research is growing. Most of them have realized the pedagogical effects of research on teaching and the publicity feature of research, though some of them still assess teachers’ reflective practice as research. In contrast to the senior associate professors’ blurry perception of research, the young lecturers seem to have a rather comprehensive and rigorous definition. The college-English-teacher identity to some extent has hindered their conceptual development of research and the construction of the identity as a researcher. Moreover, the impacts of teachers’ educational background, in-service training experiences, and gender differences should not be ignored. This study implicates that the university administrative should lay due emphasis on raising the practitioners’ conceptions of research before imposing the research requirement to them. Regular in-service professional development programs should be normalized to update teachers’ research conceptions, raise their research awareness, and research literacy, and finally promote their research engagement.

Mathematics Teacher's Belief on Students' Low Achievements at Junior Secondary Level of Education in Sri Lanka and Their Implications for School Based Teacher Development (SBTD)

The purpose of this paper is to understand the teachers’ beliefs on students’ low achievement in mathematics at junior secondary level of education and their suggested strategies for improvement of student achievements. A qualitative approach was used to investigate three research questions: (a) what are the beliefs of teachers towards students’ low achievement in mathematics? (b) What strategies do they implement or suggest for improving achievements? (c) What are the implications of their beliefs for policy, practice, and research? Semi-structured interviews were used to collect data from fifty mathematics teachers selected from a stratified random sample of fifty schools in the Central Province of Sri Lanka. Three main themes of teachers’ beliefs about students’ low achievement emerged in the analysis of data. First, students’ factors affecting mathematics achievements, mainly focused on students’ interests, attitudes and motivations, prior knowledge, language ability and cognitive skills such as memory, attention, logical thinking and reasoning. Second, factors pertaining to students’ home environment, which included parent’s education level, their attitudes towards education and level of intelligence. Third, factors related to school, which included the lack of human and physical resources, teacher’s workload, and the support of the principal. Most of the teacher’s belief include their current and suggested strategies included providing more physical resources such as math laboratories, more space and technology in the classroom, providing adequate time and opportunities to interact with other mathematics teachers, opportunities to share in-service training experiences, increasing frequency of testing, providing practice tests, conducting extra classes and the use of new teaching methods. Thus, the teachers’ beliefs of students’ low achievement appear to be mostly focused on aspects that can be addressed at the school levels through classroom-based action research and SBTD. (This study is funded by the AHEAD operation of the Ministry of Higher education, Sri Lanka and the World Bank).

Teachers' Experiences With LGBTQ+ Issues in Secondary Schools: A Mixed Methods Study.

This study investigated teachers' experiences with LGBTQ+ instruction as well as other school environment changes related to LGBTQ+ issues. It looked at teachers' attitudes towards LGBTQ+ individuals, comfort levels with the topics and administrative support, self-perceived knowledge and teacher preparation, and supports and barriers to instruction. Lastly, the study investigated teachers' in-service and pre-service training experiences. Using a sequential mixed methods approach, research began with qualitative inquiry, followed by quantitative assessment via self-administered paper surveys. There were 11 in-depth participant interviews, and 94 surveys assessing teachers' attitudes, comfort levels, self-perceived knowledge and preparation, and supports and barriers to LGBTQ+ topics. Data analysis revealed teachers' school location and pre-service and in-service training experiences impacted comfort levels and self-perceived knowledge and preparation levels to teach these issues. Data also indicated that new teachers were the least comfortable with LGBTQ+ topics in the classroom and school environment. Data demonstrated lack of LGBTQ+ teacher training, indicated need to support new Health Education professionals, and inadequate pre-service teacher training.

Öğretmenlerin Çokkültürlülük Algıları İle Sınıf İçi İstenmeyen Öğrenci Davranışlarına Yönelik Tutumlarının Değerlendirilmesi

Bu araştırmada öğretmenlerin çokkültürlülüğe yönelik algıları ile sınıf içi istenmeyen öğrenci davranışlarına yönelik tutumlarının belirlenmesi amaçlanmıştır. Araştırma betimsel nitelikte olup tarama modeline göre desenlenmiştir. Araştırma örneklemini 2017-2018 eğitim-öğretim yılında İstanbul’un Esenyurt ilçesinde ilkokul ve geçici eğitim merkezlerinde görev yapan ve kolay ulaşılabilir örnekleme yöntemi ile belirlenmiş olan 192 öğretmen oluşturmuştur. Araştırmada veri toplama araçları olarak Ayaz (2016) tarafından geliştirilen “Çokkültürlülük Algı Ölçeği” ile Tanhan ve Şentürk (2011) tarafından geliştirilen “Sınıf İçi İstenmeyen Öğrenci Davranışlarına Yönelik Öğretmen Tutumları Ölçeği” kullanılmıştır. Verilerin analizi SPSS v.22 ile gerçekleştirilmiştir. Analizler sonucunda öğretmenlerin çokkültürlülüğe ilişkin genel olarak olumlu algıya sahip oldukları belirlenmiştir. Fakat sınıf içi istenmeyen öğrenci davranışlarına yönelik öğretmen tutumlarında ise olumsuz yönde bir eğilim tespit edilmiştir. Öğretmenlerin çokkültürlülük algılarının cinsiyet, görev yapılan kurum, yurtdışında bulunma deneyimi, mülteci/göçmen/sığınmacı öğrencilere yönelik hizmet içi eğitim alma durumu, meslekî kıdem yılı ve öğretim yapılan sınıftaki öğrenci mevcuduna göre anlamlı bir şekilde farklılaşmadığı ancak Türkçeden başka bir dili konuşabilenlerin lehine anlamlı bir şekilde farklılaştığı belirlenmiştir. Sınıf içi istenmeyen öğrenci davranışlarına yönelik öğretmen tutumlarının ise Türkçeden başka bir dili konuşabilenlerin konuşamayanlara ve meslekî kıdem yılı 6-10 yıl arasında olanların 11-15 yıl arasında olanlara göre anlamlı bir şekilde farklılaştığı; diğer değişkenlerde herhangi anlamlı bir farklılaşmaya rastlanmadığı görülmüştür. Son olarak öğretmenlerin çok kültürlülük algıları ile sınıf içi istenmeyen öğrenci davranışlarına yönelik tutumları arasında anlamlı bir ilişki olmadığı tespit edilmiştir. Bu konuda öğretmen tutumlarının belirlenebilmesi için farklı veri toplama yöntemlerinin de işe koşularak daha kapsamlı araştırmaların yapılması önerilmektedir. Ayrıca öğretmenlerin sınıf içi istenmeyen öğrenci davranışlarına yönelik olumsuz tutuma sahip olmalarının altında yatan nedenler daha derinlemesine incelenebilir. Çokkültürlü sınıflarda görev yapan ve meslekteki ilk yılları olan öğretmenlere, istenmeyen öğrenci davranışlarına yönelik problemleri önleyebilmeleri için birtakım hizmet içi eğitimler de düzenlenebilir.

학교장의 연수경험이 직무에 미치는 영향에 대한 인식: 교육행정지도자 연수 사례를 중심으로

본 연구는 학교장의 직무연수 경험이 교육현장에 미치는 구체적인 효과를 파악하여 학교장을 대상으로 한 직무연수 프로그램의 실효성을 평가하고 향후 직무연수 프로그램 운영 및 평가방법 제고를 위한 경험적 자료를 제공하는 것을 목적으로 개념도 연구를 수행하였다. 이를 위하여 서울대학교 교육행정지도자 과정에 참여한 연수생 23인의 인식을 통해 나타난 직무연수 효과의 속성을 탐색하였고, 동일한 직무연수에 참여한 경험이 있는 중등교장 17명을 대상으로 진술문 유사성 및 중요도 평정을 실시하여 총 44개의 진술문을 도출하였다. 도출된 44개의 진술문의 유사성 및 중요도 평정은 동일 과정에 참여한 중등교장 17인에 의해 이루어졌으며, 다차원 척도법을 활용하여 연구 참여자들의 인식 차원을 ‘학교-개인’ 및 ‘실천-성찰’의 2차원 구조로 구분하였다. 또한 위계적 군집 분석을 통해 연구 참여자들의 인식이 ‘네트워크를 통한 정보 공유’, ‘배움의 적용’, ‘특색있는 학교 운영 기획’, ‘확장된 사고’의 4개 군집을 이루고 있음을 확인하였으며, ‘네트워크를 통한 정보 공유(M=4.65)’, ‘확장된 사고(M=4.56)’, ‘배움의 적용(M=4.48)’, ‘특색있는 학교 운영 기획(M=4.02)’ 순으로 높은 중요도를 가졌다고 인식되고 있는 것으로 나타났다. 본 연구 결과를 토대로 본 연구가 현장에 주는 함의와 시사점이 논의되었다.

The Training Experiences of Augmentative and Alternative Communication Practitioners in One Midwestern State

Purpose Services for children with complex communication needs require well-trained practitioners. Yet, research shows that augmentative and alternative communication (AAC) practitioners often receive insufficient preservice training for direct services to these children. Therefore, we explored the preservice and in-service training experiences of AAC practitioners to inform improvements in practitioner training and ultimately improve services for individuals with complex communication needs. Method A focus group study was conducted with AAC practitioners (three focus groups with 13 AAC practitioners in total) in one midwestern U.S. state to explore preservice and in-service training experiences and gain knowledge to inform future training efforts. Constant comparative analysis was used to analyze data gathered from the focus groups. Results This study highlighted important gaps in preservice and in-service training for AAC practitioners, barriers related to AAC training, and suggestions for improving AAC training. Conclusions This study provides important insights into ways AAC practitioner training might improve. We provide clinical implications and future research directions to continue improving AAC practitioner preparation and subsequent services for individuals with complex communication needs.

Perceptions toward a pilot project on blended learning in Malaysian family medicine postgraduate training: a qualitative study

BackgroundBlended learning (BL) is a learning innovation that applies the concept of face-to-face learning and online learning. However, examples of these innovations are still limited in the teaching of postgraduate education within the field of family medicine. Malaysian postgraduate clinical training, is an in-service training experience and face-to-face teaching with the faculty members can be challenging. Given this, we took the opportunity to apply BL in their training. This study provides an exploration of the perceptions of the educators and students toward the implementation of BL.MethodsA qualitative approach was employed using focus group discussions (FGD) and in-depth interviews (IDI) at an academic centre that trains family physicians. Twelve trainees, all of whom were in their hospital specialty’s rotations and five faculty members were purposively selected. Three FGDs among the trainees, one FGD and two IDIs among the faculty members were conducted using a semi-structured topic guide. Data were collected through audio-recorded interviews, transcribed verbatim and checked for accuracy. A thematic approach was used to analyse the data.ResultsThere were four main themes that emerged from the analysis. Both educators and trainees bill the perspective that BL encouraged continuity in learning. They agreed that BL bridges the gap in student-teacher interactions. Although educators perceived that BL is in concordance with trainees learning style, trainees felt differently about this. Some educators and trainees perceived BL to be an extra burden in teaching and learning.ConclusionThis study highlights a mix positive and negative perceptions of BL by educators and trainees. BL were perceived positively for continuity in learning and student-teacher interaction. However, educator and learner have mismatched perception of learning style. BL was also perceived to cause extra burden to both educators and learners. Integrating BL to a traditional learning curriculum is still a challenge. By knowing the strengths of BL in this setting, family medicine trainees in Malaysia can use it to enhance their current learning experience. Future study can investigate different pedagogical designs that suit family medicine trainees and educators in promoting independent learning in postgraduate training.

An Investigation of Sources of Science Teachers’ Practical Knowledge of Teaching with Practical Work

Through a questionnaire survey, this study aims to investigate the contributions of different sources in developing science teachers’ practical knowledge of teaching with practical work. The framework of this study is based on the conceptualization of PCK and ten possible sources of science teachers’ PCK related to teaching with practical work. The findings of this study can be summed in the following aspects. Firstly, among the ten possible sources, overall, the more important sources are “personal teaching practices and reflection” and “informal exchanges with colleagues”; the important sources are “reading teaching materials,” “learning from online resources,” and “pre-service training experience,” while the least important ones are “in-service training experience” and “experience as primary and secondary school student.” Secondly, for the five components of PCK of teaching with practical work, the contributions of the ten sources are different. Thirdly, three sources are found to be significantly different between teachers who have pre-service training experience and those who do not have. They are “classroom observation” (goals toward practical work), “in-service training experience” (laboratorial curriculum materials; instructional strategies), and “reading professional journals” (teaching assessment). In the last part of this paper, some explanations are provided for these findings and the limitation of this study is discussed.

Integração ensino-serviço-gestão na saúde bucal em Santa Maria e região: relato de experiência em estágio curricular acadêmico e Residência Multiprofissional

Os autores descrevem as experiências de integração ensino-serviço-gestão entre a Universidade Federal de Santa Maria, a Prefeitura Municipal de Santa Maria e a 4ª Coordenadoria Regional de Saúde do Rio Grande do Sul. O objetivo é apontar as principais ações planejadas e executadas por docentes, gestores, residentes e estudantes de graduação destas três instâncias. O envolvimento dos estudantes de graduação nas atividades de estágio obrigatório é avaliado por meio da análise dos relatórios e as experiências de formação em serviço dos residentes da Residência Multiprofissional por meio de registro das atividades realizados nos serviços públicos de saúde do município. Aborda-se os avanços alcançados na implementação das ações, as dificuldades e as potencialidades encontradas na sua articulação, além da importância dos espaços de integração destas instâncias como ambientes privilegiados na formação dos cirurgiões-dentistas e dos estagiários da Odontologia. O estreitamento das relações entre a Residência Multiprofissional em Saúde e a gestão municipal e regional permitiu a concretização de espaços de interlocução entre profissionais em formação, docentes, gestores e usuários do serviço, proporcionando a reflexão sobre o processo de produção do cuidado, bem como a corresponsabilização pela formação profissional e pela qualidade do serviço de saúde.

Contraceptive service provider imposed restrictions to contraceptive access in Urban Nigeria

BackgroundHealth service providers can restrict access to contraceptives through their own imposed biases about method appropriateness. In this study, provider biases toward contraceptive service provision among urban Nigerian providers was assessed.MethodsHealth providers working in health facilities, as well as pharmacists and patent medical vendors (PMV), in Abuja, Benin City, Ibadan, Ilorin, Kaduna, and Zaria, were surveyed in 2011 concerning their self-reported biases in service provision based on age, parity, and marital status.ResultsMinimum age bias was the most common bias while minimum parity was the least common bias reported by providers. Condoms were consistently provided with the least amount of bias, followed by provision of emergency contraception (EC), pills, injectables, and IUDs. Experience of in-service training for health facility providers was associated with decreased prevalence of marital status bias for the pill, injectable, and IUD; however, training experience did not, or had the opposite effect on, pharmacists and PMV operator’s reports of service provision bias.ConclusionsProvider imposed eligibility barriers in urban study sites in Nigeria were pervasive - the most prevalent restriction across method and provider type was minimum age. Given the large and growing adolescent population – interventions aimed at increasing supportive provision of contraceptives to youth in this context are urgently needed. The results show that the effect of in-service training on provider biases was limited. Future efforts to address provider biases in contraceptive service provision, among all provider types, must find creative ways to address this critical barrier to increased contraceptive use.

Contraceptive service provider imposed restrictions to contraceptive access in urban Nigeria

BackgroundHealth service providers can restrict access to contraceptives through their own imposed biases about method appropriateness. In this study, provider biases toward contraceptive service provision among urban Nigerian providers was assessed.MethodsHealth providers working in health facilities, as well as pharmacists and patent medical vendors (PMV), in Abuja, Benin City, Ibadan, Ilorin, Kaduna, and Zaria, were surveyed in 2011 concerning their self-reported biases in service provision based on age, parity, and marital status.ResultsMinimum age bias was the most common bias while minimum parity was the least common bias reported by providers. Condoms were consistently provided with the least amount of bias, followed by provision of emergency contraception (EC), pills, injectables, and IUDs. Experience of in-service training for health facility providers was associated with decreased prevalence of marital status bias for the pill, injectable, and IUD; however, training experience did not, or had the opposite effect on, pharmacists and PMV operator’s reports of service provision bias.ConclusionsProvider imposed eligibility barriers in urban study sites in Nigeria were pervasive - the most prevalent restriction across method and provider type was minimum age. Given the large and growing adolescent population - interventions aimed at increasing supportive provision of contraceptives to youth in this context are urgently needed. The results show that the effect of in-service training on provider biases was limited. Future efforts to address provider biases in contraceptive service provision, among all provider types, must find creative ways to address this critical barrier to increased contraceptive use.

Continuing Education for the Emerging Social Work Profession in China: The Experiment in Shenzhen

ABSTRACTIn-service training as a form of continuing professional education (CPE) is important for social work professionals to maintain their skills and enhance their knowledge for publicly accountable practice. These goals are concerns in Mainland China, which has experienced rapid development in social work since economic reforms started in the early 1980s. This article reports the findings of a qualitative study that explored the in-service training experience of 36 social workers in the major city of Shenzhen, an “important role model” for social work development in China. The findings reveal that participants expect in-service training to be practical and applicable, and their narrative accounts reveal first a disconnect between their needs and the in-service training provided, and second their quest for value-based training to sustain their commitment to the social work profession. To strengthen CPE for social workers in China, a more consultative, flexible, and customized approach, as well as an experiential learning model, are needed. In light of these findings, the authors discuss the role and functions of CPE in a China-specific context and reflect on how CPE can be better delivered to meet the needs of current social workers in China.

International collaboration with China: a social work professional training programme for Civil Affairs officials

To enhance understanding of social work in China as well as international collaboration with China in the social work field, this paper reviews the history of social work in China and provides a case example of a social work training programme for Chinese Civil Affairs officials in a US social work school. The study examines the in-service training experiences of Civil Affairs officials and uncovers topics for social work professionalization in China from the officials' point of view. This paper then presents recommendations for future international collaborations with China.

Formação de coordenadores pedagógicos em alimentação escolar: um relato de experiência

This article describes the experience of in-service training for pedagogical coordinators of the Brazilian School Nutrition Program (PNAE) developed by the Cooperation Center for Student Food and Nutrition of the Federal University of Bahia (CECANE-UFBA). Participant observation and analysis of data documented in films, group discussion summaries, procedural and final evaluations and field diaries are used. The formative experiences were in 2011, in two municipalities in Bahia and Sergipe states, involving 118 pedagogical coordinators from 79 municipalities in both states. It was revealed that the objective of raising awareness and guiding pedagogical coordinators for mainstreaming the theme of food and nutrition has been achieved. The educational proposal was evaluated by the coordinators as "dynamic," "productive" and "interactive," promoting the exchange of experiences among participants. Despite considering the theme relevant, the pedagogical coordinators do not have sufficient training about food and nutrition to back their teaching practices. It is considered that their training has some limitations on the impact in the fieldwork, as the knowledge acquired night be dissipated when the coordinators return to their workplace due to the lack of ongoing training.

A Survey of HIV/AIDS Counselors in Botswana: Satisfaction With Training and Supervision, Self-Perceived Effectiveness and Reactions to Counseling HIV-Positive Clients

A total of 181 HIV/AIDS counselors in Botswana, Africa, were surveyed about their satisfaction with their training and supervision, self-perceived clinical effectiveness as counselors, social stigma encountered, emotional and psychological reactions to counseling HIV-positive clients, and barriers to effective counseling. The majority of HIV/AIDS counselors indicated satisfaction with the quality of the training received, perceived themselves as effective counselors, were relatively untroubled by social stigma issues, and perceived few barriers to effective counseling. A large percentage of the counselors received 8 weeks or less of formal training, generally received little or no in-service supervision, and experienced stress and burnout. Many counselors also felt that they had too many clients to be effective and that they had inadequate access to learning materials. Recommendations included the need to provide regular and clinical in-service training experiences, training for clinical supervision, and the development of uniform counseling standards.

Sink or Swim: Child Care Teachers' Perceptions of Entry Training Experiences

The purpose of this study was to explore child care teachers' perceptions of their initial preservice and in-service training experiences. Eighteen child care teachers working in six for-profit centers were interviewed. Based on the participants' responses, the findings are organized in two themes. First, because many of them entered the field without significant training and education, received little or no preservice training, and then participated in minimal amounts of in-service training, these teachers described their experience as being “thrown into the classroom.” Second, due to this lack of training, the teachers discussed the ways in which they were “figuring out how to do it” in terms of using their own natural abilities, learning by experience, and learning from other teachers by watching and asking questions. The findings of this study have implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within particular contexts.

Differential effects of kindergarten teacher's beliefs about developmentally appropriate practice on their use of scaffolding following inservice training

The study was designed to compare the scaffolding skills of Korean teachers identified as developmentally appropriate practice (DAP) or inappropriate practice (DIP) in their beliefs before and after an in-service training experience. Based on DAP beliefs of 242 kindergarten teachers, 30 DAP and 30 DIP teachers were selected. Thirty (15 DAP, 15 DIP) kindergarten teachers attended the training program while 30 (15 DAP, 15 DIP) comparison kindergarten teachers did not. Before the training, there was no significant difference between DAP teachers’ scaffolding and DIP teachers’ scaffolding. However, DAP teachers made significantly greater gains on a scaffolding measure than DIP teachers after teacher training which provided scaffolding skills and strategies.