Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions

Marion Engin, Zayed University

Document Type

Article

Source of Publication

European Journal of Teacher Education

Publication Date

2-20-2013

Abstract

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.

ISSN

0261-9768

Publisher

Informa UK Limited

Volume

36

Issue

1

First Page

39

Last Page

54

Disciplines

Education

Keywords

feedback, pre-service teacher training, questions, scaffolding

Scopus ID

84873901003

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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