Öğretmen Adaylarının Soru Sorma Teknikleri

Yıl 2012, Cilt: 1 Sayı: 2, 159 - 184, 01.12.2012

Yan Zhang Patricia Patrick

Öz

Bugünün küresel dünyası eğitim sistemlerini, okulları ve öğretmen eğitimi programlarını etkilemektedir. Bu makale ile küresel ve yerel güçlerin öğretmen eğitimi süreci üzerindeki göreceli etkisine odaklanılmıştır. Araştırmayla Anderson-Levitt’in (2003) okullaşmanın küresel ve yerel yönleri çalışmasına dayanarak öğretmen eğitiminin küresel yönlerinin kuramsal bir modeli geliştirilmiştir. Makale öğretmen eğitimi üzerine araştırmalara, kolejlerin resmi belgelerine ve görev ifadelerine ve öğretmen eğitimi programlarının analizine dayandırılmıştır. Makale öğretmen eğitimi üzerindeki küresel ve yerel etkiler arasındaki dengenin çeşitli manâlarının bir tartışması ile sonuçlandırılmıştır. Makalede önerilen öğretmen eğitimi programlarının küresel modeli programların doğasının genel bir imajını sunar ve diğer ülkelerdeki ve kültürlerdeki programların analizi için verimli bir şekilde kullanılabilir

Anahtar Kelimeler

Küreselleşme, yerel etkiler, öğretmen eğitimi, analiz şeması, tektiplilik, çeşitlilik

Introducing Questioning Techniques to Pre-service Teachers

Öz

The global world of today influences education systems, schools, and programs of teacher education. This paper focuses on the relative impact of global and local forces on the process of teacher education. Based on the work of Anderson-Levitt (2003) on global and local aspects of schooling we developed a hypothesized model of global aspects of teacher education. The paper is based on the analysis of studies on teacher education, official documents and mission statements of colleges, and teacher education programs. The paper concludes with a discussion of the various implications of the balance between global and local influences on teacher education. The global model of teacher education programs suggested in this paper provides an overall image of the nature of programs and might be used productively for the analysis of programs in other countries and cultures

Anahtar Kelimeler

Globalization, local influences, teacher education, scheme of analysis, uniformity, diversity

Kaynakça

• Adams, M. F. (1974). An examination of the relationship between teacher use of higher level cognitive questions and the development of critical thinking in intermediate elementary students. Unpublished doctoral dissertation, Florida State University, Tallahassee.
• Ainscow, M. (2000). The next step for special education: Supporting the development of inclu- sive practices. British Journal of Special Education, 27, 76-80.
• Bellon, J.J., Bellon, E.C. & Blank, M.A. (1991) Teaching from a research knowledge base: A development and renewal process. Upper Saddle River, New Jersey: Prentice Hall.
• Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay.
• Caram, C. A., & Davis, P. B. (2005). Inviting student engagement with questioning. Kappa Delta Pi Record, 42(1), 18-23.
• Chappuis, J. (2009). Seven strategies of assessment for learning. Boston, MA: Allyn & Bacon.
• Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to stu- dents’ responses. International Journal of Science Education, 28(11), 1315-1346.
• Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate produc- tive thinking. Journal of Research in Science Teaching, 44(6), 815-843.
• Cotton, K. (1988). Monitoring student learning in the classroom. Portland, OR: Northwest Regional Educational Laboratory.
• Cunningham, R. T. (1987). What kind of question is that? In W. W. Wilen (Ed.), Questions, questioning techniques, and effective teaching (pp. 67-94). Washington, D.C.: National Education Association.
• Dillon, J. T. (1982). Cognitive correspondence between question/ statement and response. American Educational Research Journal, 19, 540-551.
• Dyer, J. E. (2008). Effective questioning techniques. Retrieved from http://edis.ifas.ufl.edu/ pdffiles/WC/WC08400.pdf
• Elder, L., & Paul, R. (1998). The role of Socratic questioning in thinking, teaching, and learn- ing. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 71(5), 297-301.
• Ellis, K. (1993). Teacher questioning behavior and student learning: What research says to teachers. Retrieved from ERIC database. (ED 359572)
• Gall, M. D. (1970). The use of questions in teaching. Review of Educational Research, 40(5), 707-721. Gall, M. D. (1984). Synthesis of research on teachers’ questioning. Educational Leader- ship, 42(3), 40-47.
• Gallagher, J. (1985). Teaching the gifted child. Boston: Allyn and Bacon.
• Goodwin, S. S., Sharp, G. W., Cloutier, E. F., & Diamond, N. A. (1983). Effective classroom questioning. Retrieved from ERIC database. (ED 285497)
• Hannel, I. (2009). Insufficient questioning. Phi Delta Kappan, 91(3), 65-69.
• Harrop, A., & Swinson, J. (2003). Teachers’ questions in the infant, junior and secondary school. Educational Studies, 29(1), 49-57.
• Kawanaka, T., & Stigler, J. W. (1999). Teachers’ use of questions in eighth-grade mathematics classrooms in Germany, Japan, and the United States. Mathematical Thinking and Learn- ing, 1(4), 255-278.
• Korkmaz, O., & Yesil, R. (2010). A comparison of different teaching applications based on questioning in terms of their effects upon pre-service teachers’ good questioning skills. College Student Journal, 44(4), 1006-1020.
• Letzter, F. (1982). Meeting the special needs of the gifted and creative student in the world his- tory classroom. Social Education, 46, 195-199.
• Levin, T., & Long, R. (1981). Effective instruction. Washington, DC: Association for Supervi- sion and Curriculum Development.
• Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chi- cago Press.
• Mills, S. R., Rice, C. T., Berliner, D. C., & Rousseau, E. W. (1980). The correspondence be- tween teacher question and student answers in classroom discourse. Journal of Experi- mental Education, 48, 194-204.
• Mohr, K, A. J., & Mohr, E. S. (2007). Extending English-language learners’ classroom interac- tion using the response tool. The Reading Teacher, 60(5), 440-450.
• Moore, L., & Rudd, R. (2002). Using Socratic questioning in the classroom. Agricultural Edu- cation Magazine, 75(3), 24-25.
• Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
• Moyer, P. S., & Milewicz, E. (2002). Learning to question: categories of questioning used by preservice teachers during diagnostic mathematics interview. Journal of Mathematics Teacher Education, 5, 293-315.
• Myhill, D., & Dunkin, F. (2005). Questioning learning. Language and Education, 19(5), 415- 427.
• Nicol, C. (1999). Learning to teach mathematics: Questioning, listening, and responding. Edu- cational Studies in Mathematics, 37, 45-66.
• Overholser, J. C. (1992). Socrates in the classroom. The Social Studies, 83(2), 77-82.
• Pate, R. T., & Bremer, N. H. (1967). Guiding learning through skillful questioning. Elementary School Journal, 67, 417-422.
• Penick, J. E., Crow, L. W., & Bonnstetter, R. J. (1996). Questions are the answer: A logical questioning strategy for any topic. The Science Teacher, 63, 27-29.
• Resnick, L. (1991). Shared cognition: Thinking as social practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1-20). Washing D. C. American Psychological Association.
• Riegle, R. P. (1976). Classifying classroom questions. Journal of Teacher Education, 27, 156- 161.
• Rodriguez, I., & Kies, D. (1998). Developing critical thinking through probative questioning. Reading Improvement, 35(2), 80-89.
• Ross, W. (1860). Methods of instruction. Barnard’s American Journal of Education, 9, 367- 379.
• Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up Journal of Teacher Education, 37, 43-50.
• Sanders, N. M. (1966). Classroom questions: What kinds? New York: Harper & Row.
• Saunders, W., Gall, M., Nielson, E., & Smith. G. (1975). The effects of variations in micro- teaching on prospective teachers’ acquisition of questioning skills. Retrieved from ERIC database. (ED 088835)
• Schleppenbach, M., Perry, M., Miller, K. F., Sims, L., & Fang, G. (2007). The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classroom. Journal of Educational Psychology, 99(2), 380-396.
• Schunk, D. (2007). Learning theories: An educational perspective (5th Ed.). Columbus, OH: Prentice Hall.
• Scott, P. (1998). Teacher talk and meaning making in science classroom: A Vygotskian analy- sis and review. Studies in Science Education, 32, 45-80.
• Shaunessy, E. (2000). Questioning techniques in the gifted classroom. Gifted Child Today, 23(5), 14-21.
• Strasser, B. (1967). The use of questions as an aspect of a teacher’s behavior. In J. Gowan, G.
• Demos, & E. Torrence (Eds.), Creativity: Its educational implications (pp. 207-209). New York: John Wiley and Sons.
• Tama, C. (1989). Critical thinking: Promoting it in the classroom. Retrieved from ERIC data- base. (ED 306554).
• National Center for Education Statistics. (Producer). (1999). TIMSSVIDEO. Available from http://timssvideo.com/
• Tudge, J. R. H., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural- historical, interpersonal, and individual approach to development. In B. J.
• Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century of contributions (pp. 207-228). Mahwah, NJ: Erlbaum.
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
• Wertsch, J. V. (1991). Voice of the mind: A social-cultural approach to mediated action. Cam- bridge, MA: Harvard University Press.
• Wilen, W. W. (1991). Questioning skills, for teachers. What research says to the teachers (5th. ed.). Washington, DC: National Education Association.
• Winne, P.H. & Marx, R.W. (1980). Matching students’ cognitive responses to teaching skills. Journal of Educational Psychology, 78, 257–264.
• Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.
• Wragg, E. C., & Brown, G. (2001). Questioning in the primary school. London: Routledge Falmer.
• Zhang, Y., & Matteson, S. M. (2012, February). The use of feedback and follow-up questions in mathematics classrooms from Japan, Hong Kong, Australia, Czech Republic, and the United States. Paper presented at the 35th annual meeting of Southwest Education.