ABSTRACT
Like most professional degree programmes in higher education, undergraduate teacher-education requires students to demonstrate both theoretical and practical knowledge. Teacher-education programmes have the opportunity, while supporting students, to demonstrate to students how this can be done, so they can acquire pedagogic strategies for future practice. This chapter focuses on a final high-stakes written task and the pedagogy employed to prepare students for this task by exploring the basis of achievement of the task. The chapter reveals how teaching students to recognize shifts between context-dependent, simpler meanings and abstract, more complex meanings, can help scaffold students’ understanding of the course content while, at the same time, preparing them for their final assessment.
