A case study of the apprenticeship process: Another perspective on the apprentice and the scaffolding metaphor

This study focused on the apprenticeship opportunities in a collaborative w riting context. The examination of written artifacts and discursive interac tions revealed that collaborative contexts offered unique participatory spa ces that allowed students to use their knowledge in ways that exceeded thei r independent competence. Of note, too, is that the study revealed students ' active and constructive role, refuting the perception that most students with disabilities are passive learners in the teaching-learning process. Im plications of the study further suggest the importance of peer collaboratio ns in creating successful literacy apprenticeships, as well as in providing teachers with greater insight into the developmental progress and literacy potentials of their students in the context of situated literacy activity.