Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions
Source of Publication
European Journal of Teacher Education
The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching. This study concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees. © 2013 Copyright Association for Teacher Education in Europe.
Engin, Marion, "Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions" (2013). Scopus Indexed Articles. 1945.