Abstract
Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason (Baroody & Ginsburg, 1990; Buschman, 2001; Carpenter, Fennema, Peterson, Chiang & Loef, 1989; Fennema, Carpenter, Franke, & Carey, 1993; Fennema, Franke, Carpenter & Carey, 1993, Sousa, 2000). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if elementary preservice teachers can use Webb's Depth of Knowledge Chart to (a) recognize effective questioning strategies when observing inservice teachers and (b) analyze the effectiveness of their own questioning strategies after field experiences. After instruction on questioning strategies and Webb's Depth of Knowledge, seventy preservice teachers were asked to analyze the questions from two videos of inservice teachers as well two observations of a local inservice teacher. The preservice teachers then analyzed their own questioning strategies in a 30 minute lesson taught to local elementary students. Preliminary findings indicate that preservice teachers' questioning strategies improved from the multiple opportunities to analyze both themselves and experienced teachers. Findings also indicate distinct differences in how the preservice teachers analyzed their own questions as compared to how they analyzed the inservice teachers' questions.
Location
Room 1002
Recommended Citation
Browning, Sandra, "To Be or Not to Be---Is That a Good Question??" (2014). SoTL Commons Conference. 97.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/97
To Be or Not to Be---Is That a Good Question??
Room 1002
Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason (Baroody & Ginsburg, 1990; Buschman, 2001; Carpenter, Fennema, Peterson, Chiang & Loef, 1989; Fennema, Carpenter, Franke, & Carey, 1993; Fennema, Franke, Carpenter & Carey, 1993, Sousa, 2000). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if elementary preservice teachers can use Webb's Depth of Knowledge Chart to (a) recognize effective questioning strategies when observing inservice teachers and (b) analyze the effectiveness of their own questioning strategies after field experiences. After instruction on questioning strategies and Webb's Depth of Knowledge, seventy preservice teachers were asked to analyze the questions from two videos of inservice teachers as well two observations of a local inservice teacher. The preservice teachers then analyzed their own questioning strategies in a 30 minute lesson taught to local elementary students. Preliminary findings indicate that preservice teachers' questioning strategies improved from the multiple opportunities to analyze both themselves and experienced teachers. Findings also indicate distinct differences in how the preservice teachers analyzed their own questions as compared to how they analyzed the inservice teachers' questions.
