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All Journal Educative: Jurnal Ilmiah Pendidikan Journal of Professional Teacher Education
Chueng, Pich
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Instructional Scaffolding on Learner Autonomy: A Literature Review Chueng, Pich; Heng, Kimkong
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1522

Abstract

Scaffolding is a guided practice in which support is tailored to learners’ current abilities and gradually withdrawn as they gain competence. It plays a vital role in developing learners’ writing skills and autonomy in English as a Foreign Language (EFL) contexts. Drawing on secondary sources, this narrative literature article examines the benefits of instructional scaffolding for enhancing learner autonomy, metacognitive awareness, and writing performance. The review indicates that scaffolding strengthens learners’ self-efficacy, promotes metacognitive awareness, and improves writing quality. Learner autonomy emerges as a key outcome of scaffolding, shaped by learners’ readiness, the timing and type of support, teacher expertise, and contextual factors such as class size and school culture. Scaffolding also enhances metacognitive awareness, empowering learners to take greater responsibility for their learning. In addition, genre-based and process-orientated scaffolding contributes to better writing performance. The article concludes that well-designed scaffolding can help teachers foster learner independence and engagement. Future research should explore culturally responsive scaffolding and its long-term impact on learner autonomy.
Understanding the implementation of the ethical code for the teacher profession in Cambodia Chueng, Pich; Ly, Sovann
Journal of Professional Teacher Education Vol. 3 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v3i2.1998

Abstract

This study examines the perceptions and implementation of the teacher professional ethics (TPE) code within the Cambodian education system. The TPE code is recognized as a crucial framework for enhancing teacher professionalism, integrity, identity, leadership, and educational practices; empirical evidence regarding its perception and implementation remains limited. Therefore, this study aims to explore participants’ understanding of TPE code; identify perceived barriers to its effective implementation; assess its implementation effectiveness; and propose constructive suggestions to address unethical practices. A qualitative research design was employed using in-depth interviews with 20 participants, consisting of one director, seven teacher trainers, and twelve teacher trainees at a teacher education institution in Cambodia. Data were analyzed thematically to identify key patterns and insights. The findings reveal that participants generally perceive TPE code as a set of rules, professional responsibilities, moral guidelines, and a tool for professional development and social recognition. However, its implementation is hindered by both internal factors (low motivation, limited understanding, economic pressures, and time constraints) and external factors (inadequate institutional support, social influences, and weak enforcement mechanisms). The implementation of TPE code is considered moderately effective, particularly in promoting ethical conduct, teaching practices, collaboration, and professional responsibilities. The study highlights the importance of continuous professional development, institutional support, effective leadership, and motivational strategies to strengthen ethical practices. It also recommends future research to expand methodological approaches and participant scope, as well as to explore the impact of leadership and institutional management on the successful implementation of teacher professional ethics.
Co-Authors Heng, Kimkong Ly, Sovann