An Analysis of Teachers' Questioning Strategies

Autor/inn/en	Dös, Bülent; Bay, Erdal; Aslansoy, Ceyda; Tiryaki, Betül; Çetin, Nurgül; Duman, Cevahir
Titel	An Analysis of Teachers' Questioning Strategies
Quelle	In: Educational Research and Reviews, 11 (2016) 22, S.2065-2078 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Questioning Techniques; Primary Education; Elementary School Teachers; Foreign Countries; Educational Quality; Teacher Effectiveness; Semi Structured Interviews; Questionnaires; Content Analysis; Mixed Methods Research; Teaching Methods; Creative Thinking; Convergent Thinking; Misconceptions; Classroom Communication; Cognitive Processes; Taxonomy; Correlation; Data Analysis; Turkey + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Kreatives Denken; Missverständnis; Klassengespräch; Cognitive process; Kognitiver Prozess; Taxonomie; Korrelation; Auswertung; Türkei
Abstract	Questioning has been utilized as a critical assessment tool for centuries. It has been thought that there is a relationship between asking good questions and effective teaching. In order to analyze teachers' questioning strategies from various aspects, this study was conducted during the 2014-2015 academic year with 170 primary school teachers working in the schools located in the center of Gaziantep Province in Turkey. Data were collected through a semi-structured questionnaire prepared by the researchers, and were examined via content analysis. Explanatory mixed method design was used to analyze the research problem. The findings of this study revealed that: (1) Teachers asked divergent questions to draw attention and interest; (2) Teachers have misunderstanding of divergent and convergent questions; (3) Teachers mostly ask questions to entire class than individual; (4) Teachers asked most frequently questions aimed at uncovering operational knowledge and least frequently questions whose goal was to uncover metacognitive knowledge; (5) Teachers generally used probing questions, prolonged waiting time and did not ask vague questions; and (6) Teachers did not use questions as a punishment tool. This study revealed that asking good questions must be considered more important in pre-service education and teachers must be supported with in-service trainings to be more effective in asking questions. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01