Examining Preservice Teachers’ Questioning and Feedback

Year 2019, Issue: 16, 17 - 28, 25.07.2019

Ayşegül Bayraktar Seher Yalçın

https://doi.org/10.30786/jef.512638

Abstract

This study examined the questioning styles of
preservice teachers along with the frequency and types of feedback provided
according to students’ responses. This was a pre-experimental design study with
a one-group pre-post-test design. The questioning ways of 13 preservice
teachers who taught in two public primary schools in Ankara, Turkey was investigated.
The study data were obtained by the video recording of 26 hours of classroom
instruction. Moreover, chi-square analysis was conducted to determine
relationships between wait time, cognitive level and type of question.
According to the results, it was determined that preservice teachers, both
before and after training, preferred to use redirecting questions more
frequently than creating new questions. It was also observed that preservice teachers
frequently asked questions which measured lower level cognitive competencies
and that there was an increase for all types of response feedback following the
training. However, there was no relationship found between the types of
feedback provided and the cognitive levels of the questions asked. The possible
reasons for these results might be over-crowded classrooms, focusing on grammar
instruction more than reading and writing, and/or inexperience among the
preservice teachers to deliver lessons that include high quality questioning
and effective feedback.

Keywords

questioning, primary school pre-service teachers, cognitive level, feedback

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