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Development of Pre-Service Teachers’ Questioning Practice Through Self-Analysis
Stephanie B. PhilippUniversity of Louisville
andMelissa L. Shirley
University of Louisville
Model for Focus of Study
This study examines pre-service teacher’s analysis of classroom
discourse.
Research Questions
1. What do PSTs choose to analyze about questioning?
2. What strategies do PSTs suggest to improve questioning practice?
Study Context
25 middle/secondary science methods students
13 enrolled in alternative certification program (working as full-time teachers) and
12 traditional Certification program (30-hour field placement during semester)
Data Collection
Audio-tape and transcribe a 10-minute segment of whole-class discussion
Choose two aspects of questioning
Propose strategies for self-improvement
Upload student work to secure course management system
Data Analysis
Starting with questioning skill categories from the literature, two coders independently coded a subsample of analyses
Additional codes emerged
Codes were reconciled and applied to remainder of transcript analyses
The process was repeated for proposed strategy categories
Whole-Class Questioning Skill Examples
Questions requiring higher order thinking (HOT) Redfield & Rousseau (1981); Gall (1984)
Awareness of processing time (Rowe, 1974)
Recognition of participation by all students (Tobin & Gallagher, 1987)
Questioning Aspect Codes (RQ1) Higher Order Thinking (HOT)
Bloom’s Taxonomy Webb’s Depth of Knowledge
Wait Time Participation By All Engagement Follow-up Classroom Affect
Questioning Aspects Analyzed by PST
Questioning Aspect Traditional Certification PST
Alternative Certification PST
HOT 11 8
Wait Time 2 2
Engagement 6 2
Participation by All 1 6
Follow-up 3 6
Classroom Affect 1 2
Total 24 26
Number of PSTs 12 13
What did PSTs write about their questioning aspects?
Questioning Aspects: Traditional Certification Program PST
“I did not realize I asked low-
level questions during the entire
class until analyzing this
transcript.” (08HSTrad)
Questioning Aspects: Alternative Certification Program PST
“Without high-quality responses from students, the connections they are able to make to the subject matter is severely limited…This problem goes hand in hand with my lack of high-order questions.” (28HSAlt)
Questioning Aspects: Alternative Certification Program PST
“ It is difficult to address questions with a
class where only a small portion of the
students can hear. I cannot give
students enough wait time to ponder
questions because I spend any down
time addressing discipline.” (05MSAlt)
Questioning Aspects: Alternative Certification Program PST
“I spent almost two of ten minutes waiting
for my class to quiet down to the point
where we could finish discussion. This is
far too much instructional time.”
(17MSAlt)
Selection of Questioning Aspects
Assertion 1
Teaching context may affect the
focus of the PST’s choice for
analysis.
Strategies Proposed for Improvement of Practice
Strategies Proposed for Improvement of Practice (RQ2)
Advance question planning (56%)
Monitor participation by all students (56%)
Improve instructional techniques (40%)
Improve feedback (32%)
Increase interactive discussion (32%) and teach interactive discussion skills (12%)
Improve classroom management skills (24%)
Strategies proposed for improvement of practice
Intentional Practice
“I will prepare a question guide
before the lesson to help direct
students in higher level of
thinking.” (04MSTrad)
Strategies proposed for improvement of practice
Planning
“I think time invested at the
beginning of the year [regarding] my
expectations for discussions would be
helpful.” (13MSTrad)
Strategies proposed for improvement of practice
Intentional Practice
“To improve this questioning practice, I
plan on … constantly checking for
understanding formatively through
thumbs up/thumbs down, stoplight,
agree/disagree, etc.” (20MSAlt)
20
Strategies proposed for improvement of practice
Assertion 2
Analysis of questioning practice convinced PSTs of the importance of
planning and intentional practices as a strategy for improving questioning
practice.
The Power of Self-Reflection
PSTs were often surprised by aspects of their teaching practice after reflection on their own teaching
Surprising insights gained by PST
“It is amazing what you can learn
from listening to yourself. I could
not believe how many times I said
the word "Right”. If I were a student,
I would be sick of it.” (18HSAlt)
Surprising insights gained by PST
“It occurred to me as I listened to the
tape that only seven out of 30
students spoke. Not only do I have
no idea what those other twenty-
three students know, no one in the
class was able to benefit from their
input.” (21MSAlt)
Surprising insights gained by PST
“In the background I could hear
chatter, chatter that I must block
out while I'm standing at the front of
the class. I did not notice when I
was teaching but it was there, on
tape.” (18HSAlt)
Acknowledging need for change
PSTs acknowledged need for change and dedicated their efforts to transforming their own practice.
Acknowledging need for change
“Overall, this transcript allowed me to see myself in a way that I had not seen before: through the ears of an observer….I plan on taping another session in the upcoming months to evaluate my progress.”
(26MSAlt)
Acknowledging need for change
“The lesson I learned is that high
level questioning is dependent
on careful and thoughtful
planning for each lesson.” (15MSTrad)
What’s Next?
Comparison to other content areas
A model for other pedagogical skills development
QUESTIONS?
And thank you for your kind attention.