Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Sayı: 16, 17 - 28, 25.07.2019
https://doi.org/10.30786/jef.512638

Öz

Kaynakça

  • Anderson, C. (2000). How’s it going?: A practical guide to conferring with student writers. Portsmouth, NH: Heinemann.
  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching andassessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.
  • Arts, J., G., Jaspers, M., & Brinke, D. J. (2016). A case study on written comments as a form of feedback in teacher education: So much to gain. European Journal of Teacher Education, 39(2), 159-173.
  • Aslan, C. (2011). Effects of teaching applications for developing question asking skills on question forming skills of prospective teachers. Education and Science, 36(160), 236-249.
  • Aydemir, Y., & Çiftçi, Ö. (2008). Edebiyat öğretmeni adaylarının soru sorma becerileri üzerine bir araştırma (Gazi Üniversitesi Eğitim Fakültesi Örneği). Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. 5(2), 103-115.
  • Aydın, A. (2017). Sınıf yönetimi (19. Baskı). Ankara: Pegem Akademi.
  • Ayvacı, H. Ş., & Şahin, Ç. (2009). Fen bilgisi öğretmenlerinin ders sürecinde ve yazılı sınavlarda sordukları soruların bilişsel seviyelerinin karşılaştırılması, Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 441-455.
  • Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8(3), 231-255.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review. 84, 191-215.
  • Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238.
  • Baysen, E. (2006). Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri. Kastamonu Eğitim Dergisi, 14(1), 21-28.
  • Bektaş, E., & Şahin, A. E. (2007). İlköğretim beşinci sınıf öğretmenlerinin soru-yanıt tekniğini kullanım davranışlarının analizi. Eurasian Journal of Educational Research, 28, 19-29.
  • Blake, R. W. (1976). How to talk to a writer, or forward to fundamentals in teaching writing. The English Journal, 65(8), 49-55.
  • Brinko, K. T. (1993). The practice of giving feedback to improve teaching. The Journal of Higher Education, 64(5), 574-593.
  • Brualdi, A. C. (1998). Classroom questions. Practical Assessment, Research & Evaluation, 6(6), 1-3.
  • Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students. New York, NY: Pearson Education, Inc.
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 171-246). Chicago, IL: Rand McNally.
  • Carnicelli, T. A. (1980). The writing conference: A one-to-one conversation. In T. R. Donovan, & B. W. McClelland (Eds.), Eight approaches to teaching composition (pp. 101-131). Urbana, IL: National Council of Teachers of English.
  • Coll, C., Rochera, M. J., & de Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64.
  • Conezio, K., & French, L. (2002). Science in the preschool classroom. Young Children, 57, 12-18.
  • Cotton, K. (2000). Classroom Questioning. Retrieved on January 26, 2018 from http://www.learner.org/channel/workshops/socialstudies/pdf/session6/6.ClassroomQuestionig.pdf
  • Clark, B. J. (1985). Talking about writing: A guide for tutor and teacher conferences. Ann Arbor, Michigan: University of Michigan Press.
  • Çimer, S. O., Bütüner, S. Ö., & Yiğit, N. (2010). An investigation of the types and qualities of teacher feedback. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 517-538.
  • Demirtaşlı, N. (2010). Üst düzey düşünme becerilerinin ölçülmesinde gündelik yaşam unsuru. Cito Eğitim: Kuram ve Uygulama. Ocak-Şubat, Sayı 7, 9-26.
  • Emig, J. (1960). We are trying conferences. English Journal, 49, 223-228.
  • Fisher, L. A., & Murray, D. M. (1973). Perhaps the professor should cut class. College English, 35(2), 169-173.
  • Fletcher, R. (1993). What a writer needs. Portsmouth, NH: Heinemann.
  • Gelen, İ. (2002). Sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliklerinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119.
  • Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31.
  • Goodwin, S., Sharp, G., Cloutier, E., & Diamond, N. (1983). Effective classroom questioning. Urbana-Champaign: University of Illionois, Urbana-Champaign, Center for Teaching Excellence.
  • Gibbs, G., & Simpson, C. (2004). Does your assessment support your students’learning? Journal of Teaching and learning in Higher Education, 1(1), 1-30.
  • Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
  • Hargreaves, D. H. (1984). Teachers’ questions: Open, closed and half-open. Educational Research, 26(1), 46-51.
  • Harper, K. A., Etkina, E., & Lin, Y. (2003). Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors. Journal of Research in Science Teaching, 40(8), 776-791.
  • Harris, M. (1986). Teaching one-to-one: The writing conference. Urbana, IL: National Council of Teachers of English.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Hiatt, M. P. (1975). Students at bay: The myth of the conference. College Composition and Communication, 26, 38-41.
  • Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–253.
  • Kim, S. (2015). An analysis of teacher question types in inquiry-based classroom and traditional classroom settings. Unpublished doctoral dissertation. University of Iowa.
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
  • Küçük, S. (2006). Türkçe öğretiminde yazılı anlatım çalışmalarının sorularla yönlendirilmesi. Türk Eğitim Bilimleri Dergisi, 4(2), 181-200.
  • Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 857-874.
  • Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1(4), 240-246.
  • Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72.
  • Massey, S. L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators’ use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19(2), 340–360.
  • McNeill, K. L., & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229.
  • Moore, K. D. (2012). Effective instructional strategies: From theory to practice. Los Angeles: SAGE.
  • Moore, K. D. (2009). Effective instructional strategies: From theory to practice. Los Angeles: SAGE.
  • Moore, K. D. (1989). Effective instructional strategies: From theory to practice. Los Angeles: SAGE.
  • Nichol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
  • Nisa, S., & Khan, A. A. (2012). Questioning practices in a social studies classroom: A case study from Pakistan. International Journal of Social Science and Education, 2(3), 474-482.
  • Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422-453.
  • Ornstein, A. C., & Lasley II, T. J. (2004). Strategies for effective teaching. New York, NY: McGraw Hill.
  • Patthey-Chavez, G. G., Matsumura, L. C., & Valdes, R. (2004). Investigating the process approach to writing instruction in urban middle schools. Journal of Adolescent & Adult Literacy, 47(6), 462-467.
  • Schmitzer, T. C. (1993). Looking for clues. In T. Flynn & M. King (Eds.), Dynamics of the writing conference (pp. 59-61). Urbana, IL: National Council of Teachers of English.
  • Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.
  • Straub, R. (2001). The student, the text, and the classroom context: a case study of teacher response. Assessing Writing, 7(19), 23-55.
  • Van der Kleij, F., Eggen, F., Timmers, C., & Veldkamp, B. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education, 58, 263–272.
  • Van Zee, E, H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159-190.
  • Wachholz, P. B., & Etheridge, C. P. (1996). Writing self-efficacy beliefs of high-and low-apprehensive writers. Journal of Developmental Education, 19(3), 16-24.
  • Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. London: Corwin Press.
  • Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. Journal of Educational Psychology, 98, 63-74.
  • Wilen, W. (1991). Questioning skills for teachers: What research says to the teacher (3rd. ed.). Washington DC: National Education Association.
  • Wilen, W., & Clegg, A. (1986). Effective questions and questioning: A research review. Theory and research in social education, 14(2), 153-61.
  • Wragg, E. C., Brown, G. (2001). Questioning in the primary school. Routledge Falmer, London.
  • Yeşil, H. (2010). The relationship between candidate teachers’ communication skills and their attitudes towards teaching profession. Procedia-Social and Behavioral Sciences, 9, 919-922.
  • Zacharias, N. T. (2007). Teacher and student attitudes toward teacher feedback. RELC Journal, 38(1), 38-52.
  • Zinn, A. (1998). Ideas in practice: Assessing writing in the developmental classroom. Journal of Developmental Education, 22(2), 28-33.

Examining Preservice Teachers’ Questioning and Feedback

Yıl 2019, Sayı: 16, 17 - 28, 25.07.2019
https://doi.org/10.30786/jef.512638

Öz

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.

Kaynakça

  • Anderson, C. (2000). How’s it going?: A practical guide to conferring with student writers. Portsmouth, NH: Heinemann.
  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching andassessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.
  • Arts, J., G., Jaspers, M., & Brinke, D. J. (2016). A case study on written comments as a form of feedback in teacher education: So much to gain. European Journal of Teacher Education, 39(2), 159-173.
  • Aslan, C. (2011). Effects of teaching applications for developing question asking skills on question forming skills of prospective teachers. Education and Science, 36(160), 236-249.
  • Aydemir, Y., & Çiftçi, Ö. (2008). Edebiyat öğretmeni adaylarının soru sorma becerileri üzerine bir araştırma (Gazi Üniversitesi Eğitim Fakültesi Örneği). Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi. 5(2), 103-115.
  • Aydın, A. (2017). Sınıf yönetimi (19. Baskı). Ankara: Pegem Akademi.
  • Ayvacı, H. Ş., & Şahin, Ç. (2009). Fen bilgisi öğretmenlerinin ders sürecinde ve yazılı sınavlarda sordukları soruların bilişsel seviyelerinin karşılaştırılması, Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 441-455.
  • Bandura, A. (1984). Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research, 8(3), 231-255.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review. 84, 191-215.
  • Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238.
  • Baysen, E. (2006). Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri. Kastamonu Eğitim Dergisi, 14(1), 21-28.
  • Bektaş, E., & Şahin, A. E. (2007). İlköğretim beşinci sınıf öğretmenlerinin soru-yanıt tekniğini kullanım davranışlarının analizi. Eurasian Journal of Educational Research, 28, 19-29.
  • Blake, R. W. (1976). How to talk to a writer, or forward to fundamentals in teaching writing. The English Journal, 65(8), 49-55.
  • Brinko, K. T. (1993). The practice of giving feedback to improve teaching. The Journal of Higher Education, 64(5), 574-593.
  • Brualdi, A. C. (1998). Classroom questions. Practical Assessment, Research & Evaluation, 6(6), 1-3.
  • Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students. New York, NY: Pearson Education, Inc.
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 171-246). Chicago, IL: Rand McNally.
  • Carnicelli, T. A. (1980). The writing conference: A one-to-one conversation. In T. R. Donovan, & B. W. McClelland (Eds.), Eight approaches to teaching composition (pp. 101-131). Urbana, IL: National Council of Teachers of English.
  • Coll, C., Rochera, M. J., & de Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64.
  • Conezio, K., & French, L. (2002). Science in the preschool classroom. Young Children, 57, 12-18.
  • Cotton, K. (2000). Classroom Questioning. Retrieved on January 26, 2018 from http://www.learner.org/channel/workshops/socialstudies/pdf/session6/6.ClassroomQuestionig.pdf
  • Clark, B. J. (1985). Talking about writing: A guide for tutor and teacher conferences. Ann Arbor, Michigan: University of Michigan Press.
  • Çimer, S. O., Bütüner, S. Ö., & Yiğit, N. (2010). An investigation of the types and qualities of teacher feedback. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 517-538.
  • Demirtaşlı, N. (2010). Üst düzey düşünme becerilerinin ölçülmesinde gündelik yaşam unsuru. Cito Eğitim: Kuram ve Uygulama. Ocak-Şubat, Sayı 7, 9-26.
  • Emig, J. (1960). We are trying conferences. English Journal, 49, 223-228.
  • Fisher, L. A., & Murray, D. M. (1973). Perhaps the professor should cut class. College English, 35(2), 169-173.
  • Fletcher, R. (1993). What a writer needs. Portsmouth, NH: Heinemann.
  • Gelen, İ. (2002). Sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliklerinin değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119.
  • Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31.
  • Goodwin, S., Sharp, G., Cloutier, E., & Diamond, N. (1983). Effective classroom questioning. Urbana-Champaign: University of Illionois, Urbana-Champaign, Center for Teaching Excellence.
  • Gibbs, G., & Simpson, C. (2004). Does your assessment support your students’learning? Journal of Teaching and learning in Higher Education, 1(1), 1-30.
  • Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137.
  • Hargreaves, D. H. (1984). Teachers’ questions: Open, closed and half-open. Educational Research, 26(1), 46-51.
  • Harper, K. A., Etkina, E., & Lin, Y. (2003). Encouraging and analyzing student questions in a large physics course: Meaningful patterns for instructors. Journal of Research in Science Teaching, 40(8), 776-791.
  • Harris, M. (1986). Teaching one-to-one: The writing conference. Urbana, IL: National Council of Teachers of English.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Hiatt, M. P. (1975). Students at bay: The myth of the conference. College Composition and Communication, 26, 38-41.
  • Hyland, K. (2013). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Journal of Second Language Writing, 22, 240–253.
  • Kim, S. (2015). An analysis of teacher question types in inquiry-based classroom and traditional classroom settings. Unpublished doctoral dissertation. University of Iowa.
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
  • Küçük, S. (2006). Türkçe öğretiminde yazılı anlatım çalışmalarının sorularla yönlendirilmesi. Türk Eğitim Bilimleri Dergisi, 4(2), 181-200.
  • Lee, Y., & Kinzie, M. B. (2012). Teacher question and student response with regard to cognition and language use. Instructional Science, 40(6), 857-874.
  • Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1(4), 240-246.
  • Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72.
  • Massey, S. L., Pence, K. L., Justice, L. M., & Bowles, R. P. (2008). Educators’ use of cognitively challenging questions in economically disadvantaged preschool classroom contexts. Early Education and Development, 19(2), 340–360.
  • McNeill, K. L., & Pimentel, D. S. (2010). Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation. Science Education, 94(2), 203-229.
  • Moore, K. D. (2012). Effective instructional strategies: From theory to practice. Los Angeles: SAGE.
  • Moore, K. D. (2009). Effective instructional strategies: From theory to practice. Los Angeles: SAGE.
  • Moore, K. D. (1989). Effective instructional strategies: From theory to practice. Los Angeles: SAGE.
  • Nichol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
  • Nisa, S., & Khan, A. A. (2012). Questioning practices in a social studies classroom: A case study from Pakistan. International Journal of Social Science and Education, 2(3), 474-482.
  • Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422-453.
  • Ornstein, A. C., & Lasley II, T. J. (2004). Strategies for effective teaching. New York, NY: McGraw Hill.
  • Patthey-Chavez, G. G., Matsumura, L. C., & Valdes, R. (2004). Investigating the process approach to writing instruction in urban middle schools. Journal of Adolescent & Adult Literacy, 47(6), 462-467.
  • Schmitzer, T. C. (1993). Looking for clues. In T. Flynn & M. King (Eds.), Dynamics of the writing conference (pp. 59-61). Urbana, IL: National Council of Teachers of English.
  • Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.
  • Straub, R. (2001). The student, the text, and the classroom context: a case study of teacher response. Assessing Writing, 7(19), 23-55.
  • Van der Kleij, F., Eggen, F., Timmers, C., & Veldkamp, B. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education, 58, 263–272.
  • Van Zee, E, H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159-190.
  • Wachholz, P. B., & Etheridge, C. P. (1996). Writing self-efficacy beliefs of high-and low-apprehensive writers. Journal of Developmental Education, 19(3), 16-24.
  • Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practice to engage every learner. London: Corwin Press.
  • Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on head start children and teachers. Journal of Educational Psychology, 98, 63-74.
  • Wilen, W. (1991). Questioning skills for teachers: What research says to the teacher (3rd. ed.). Washington DC: National Education Association.
  • Wilen, W., & Clegg, A. (1986). Effective questions and questioning: A research review. Theory and research in social education, 14(2), 153-61.
  • Wragg, E. C., Brown, G. (2001). Questioning in the primary school. Routledge Falmer, London.
  • Yeşil, H. (2010). The relationship between candidate teachers’ communication skills and their attitudes towards teaching profession. Procedia-Social and Behavioral Sciences, 9, 919-922.
  • Zacharias, N. T. (2007). Teacher and student attitudes toward teacher feedback. RELC Journal, 38(1), 38-52.
  • Zinn, A. (1998). Ideas in practice: Assessing writing in the developmental classroom. Journal of Developmental Education, 22(2), 28-33.
Toplam 68 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ayşegül Bayraktar 0000-0002-1700-8899

Seher Yalçın 0000-0003-0177-6727

Yayımlanma Tarihi 25 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 16

Kaynak Göster

APA Bayraktar, A., & Yalçın, S. (2019). Examining Preservice Teachers’ Questioning and Feedback. Journal of Education and Future(16), 17-28. https://doi.org/10.30786/jef.512638
AMA Bayraktar A, Yalçın S. Examining Preservice Teachers’ Questioning and Feedback. JEF. Temmuz 2019;(16):17-28. doi:10.30786/jef.512638
Chicago Bayraktar, Ayşegül, ve Seher Yalçın. “Examining Preservice Teachers’ Questioning and Feedback”. Journal of Education and Future, sy. 16 (Temmuz 2019): 17-28. https://doi.org/10.30786/jef.512638.
EndNote Bayraktar A, Yalçın S (01 Temmuz 2019) Examining Preservice Teachers’ Questioning and Feedback. Journal of Education and Future 16 17–28.
IEEE A. Bayraktar ve S. Yalçın, “Examining Preservice Teachers’ Questioning and Feedback”, JEF, sy. 16, ss. 17–28, Temmuz 2019, doi: 10.30786/jef.512638.
ISNAD Bayraktar, Ayşegül - Yalçın, Seher. “Examining Preservice Teachers’ Questioning and Feedback”. Journal of Education and Future 16 (Temmuz 2019), 17-28. https://doi.org/10.30786/jef.512638.
JAMA Bayraktar A, Yalçın S. Examining Preservice Teachers’ Questioning and Feedback. JEF. 2019;:17–28.
MLA Bayraktar, Ayşegül ve Seher Yalçın. “Examining Preservice Teachers’ Questioning and Feedback”. Journal of Education and Future, sy. 16, 2019, ss. 17-28, doi:10.30786/jef.512638.
Vancouver Bayraktar A, Yalçın S. Examining Preservice Teachers’ Questioning and Feedback. JEF. 2019(16):17-28.