Scaffolding as Teachers’ Guidance Role in the Context of Constructivist Learning Approach

This research aims to determine teachers’ opinions about guidance roles in the constructivist teaching-learning process, meanings they place on role and types of scaffolding use. Phenomenological design (phenomenology), one qualitative methods, was used study, teacher’s role/scaffolding determined as phenomenon study. The conducted with 15 teachers from different branches working Burdur academic year 2021-2022. A semi-structured interview form developed by researcher a data collection instrument obtained study were simultaneously coded classified two researchers using descriptive analysis method. findings revealed that aware their roles, but could not fulfill these due intense difficult content course, lack time national high-stakes tests, saw themselves leader/guide, manager/administrator information provider process. In addition, preferred operational more do prefer strategic while conceptual metacognitive results discussed line literature some suggestions presented.