Öğretmen Adaylarının Öğretmenlik Uygulaması Dersi Kapsamında Kullandığı Soru Türlerine İlişkin bir Durum Çalışması

Öz

Bu çalışmanın amacı öğretmen adaylarının öğretmenlik uygulaması dersi kapsamında kullandığı soru türlerini ve bu soru türlerinin nasıl değiştiğini incelemektir. Nitel araştırma yöntemi ile yürütülen bu çalışmanın deseni çoklu durum çalışması olarak belirlenmiştir. Araştırmanın katılımcıları, Türkiye'deki bir devlet üniversitesinde ilköğretim matematik öğretmenliği programına kayıtlı olan, çalışma sırasında Öğretmenlik Uygulaması II dersini alan ve Emel ve Naz olarak isimlendirilen iki öğretmen adayıdır. Araştırmanın verileri derslerin ses kayıtları, yarı yapılandırılmış görüşmeler, Emel ve Naz tarafından hazırlanan ders planları ve araştırmacı gözlem notları aracılığı ile toplanmıştır. Öğretmenlik uygulaması dersi kapsamında öğretmen adaylarının üç ders boyunca sordukları sorular Sahin ve Kulm (2008) tarafından önerilen soru türlerine göre analiz edilmiştir. Çalışmanın bulguları olgusal, yönlendirici ve sorgulayıcı sorulara ek olarak, öğretici sorular, evet/hayır soruları ve genel soruların da öğretmen adayları tarafından kullanıldığını göstermiştir. Ayrıca öğretmen adayları tarafından kullanılan çeşitli soru türlerinde farklılıklar olduğu ve en dikkat çekici farkın da sorgulayıcı sorularda olduğu görülmüştür. 

Anahtar Kelimeler

• soru sorma
• soru türleri
• öğretmenlik uygulaması
• öğretmen adayı

A Case Study on Pre-service Teachers’ Question Types within the Context of Teaching Practice Course

Öz

The purpose of the present study is to investigate pre-service teachers’ question types used during teaching practice course and how the question types have changed during the course. In the study, qualitative method was adopted, and the research design was a multiple case study. The participants of the study are two pre-service teachers Emel and Naz who were taking Teaching Practice II course in elementary mathematics teacher education program in one of the state universities in Turkey. Data were collected through audio records of the lessons, semi-structured interviews, lesson plans prepared by Emel and Naz and observation notes. Questions they asked in three lessons during their teaching practice were analysed according to the question types of Sahin and Kulm (2008) framework. The findings indicated that in addition to factual, guiding and probing questions; self-answered, yes/no and general questions emerged from the data. Furthermore, there were differences in the variety of question types used by the pre-service teachers and the most remarkable difference was in probing questions.

Anahtar Kelimeler

• questioning
• question types
• teaching practice
• pre-service teacher

Kaynakça

1. Arslan, M. (2006). The role of questioning in the classroom. HAYEF Journal of Education, 2, 81-103.
2. Ashlock, R. B. (2002). Error patterns in computation: Using error patterns to improve instruction. Pearson Education, Inc.
3. Bennett, C. (2010). “It’s hard getting kids to talk about math”: Helping new teachers improve mathematical discourse. Action in Teacher Education, 32(3), 79–89.
4. Blanton, M., Berenson, S., & Norwood, K. (2001). Using classroom discourse to understand a prospective mathematics teacher’s developing practice. Teaching and Teacher Education, 17, 227–242.
5. Blosser, P. E. (2000). Ask the right questions. http://static.nsta.org/pdfs/201108bookbeathowtoasktherightquestions.pdf
6. Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. In D.E. McDougall, & J. A. Ross (Eds.), Proceedings of the 26th annual meeting of the North American Chapter of the International Group for Psychology of Mathematics Education, (pp. 773-782). Toronto, Ontario.
7. Burns, M. (1985). The role of questioning. The Arithmetic Teacher, 32(6), 14-17.
8. Camenga, K. A. (2013). Developing independence in a capstone course: Helping students ask and answer their own questions. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(4), 304–314.

9. Cao, Y., Dong, L., & Li, X. (2018). A study of mathematics classroom teaching in China: Looking at lesson structure, teaching and learning behaviour. In Y. Cao & F. K. S. Leung (Eds.), The 21st-century mathematics education in China (pp. 195-222). Springer.
10. Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 8–15.
11. Critelli, A. (2012). Questioning techniques and student learning outcomes: A hands-on action research study on how pre-service teachers’ questioning techniques affect student discovery of mathematical relationships [Unpublished doctoral dissertation]. Hofstra University.
12. Crowley, B. (2021). Preservice teacher’s purposeful questioning: A descriptive case study of elementary mathematics preservice teachers [Unpublished doctoral dissertation]. Baylor University.
13. Cumhur, F. (2016). Examination development of pre-service mathematics teachers’ questioning behaviours: A lesson study [Unpublished doctoral dissertation]. Karadeniz Technical University.
14. Didis-Kabar, M. G., & Tataroglu-Tasdan, B. (2020). Examining the change of pre-service middle school mathematics teachers’ questioning approaches through clinical interviews. Mathematics Teacher Education and Development, 22(1), 115-138.
15. Franke, M. L., Webb, N. M., Chan, A. G., Ing, M., Freund, D., & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380–392.
16. Gallas, K. (1995). Talking their way into science: Hearing children’s questions and theories, responding with curricula. Teachers College Press.
17. Gaspard, C., & Gainsburg, J. (2020). Abandoning questions with unpredictable answers. Journal of Mathematics Teacher Education, 23, 555-577.
18. Ginsburg, H. P. (2009). The challenge of formative assessment in mathematics education: Children’s minds, teachers’ minds. Human Development, 52, 109–128.
19. Groth, R. E., Bergner, J. A., & Burgess, C. R. (2016). An exploration of prospective teachers' learning of clinical interview techniques. Mathematics Teacher Education and Development, 18(2), 48-71.
20. Harrop, A., & Swinson, J. (2003). Teachers' questions in the infant, junior and secondary school. Educational Studies, 29(1), 49-57.
21. Inoue, N., & Buczynski, S. (2011). You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons. The Mathematics Educator, 20(2), 10–23.
22. Jiang, Y. (2014). Exploring teacher questioning as a formative assessment strategy. RELC Journal, 45(3), 287–304.
23. Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. The Elementary School Journal, 102(1), 59–80.
24. 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 Learning, 1(4), 255-278.
25. Koizumi, Y. (2013). Similarities and differences in teachers’ questioning in German and Japanese mathematics classrooms. ZDM, 45(1), 47–59.
26. Kreide, A., Turner, C. E., & Tomlinson, A. (2015, June 13-15). Pre-service teachers’ development of questioning skills through common core aligned exemplar videotaped math lessons [Paper presentation]. Hawaii University International Conferences, Hawaii, USA.
27. Kwon, O. N., Park, J. H., & Park, J. S. (2006). Cultivating divergent thinking in mathematics through an open-ended approach. Asia Pacific Education Review, 7(1), 51-61.
28. Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for preservice foreign language teachers. PROFILE Issues in Teachers’ Professional Development, 17(2), 81-99.
29. Mason, J. (2014). Questioning in mathematics education. In S. Lerman (Ed.), Encyclopaedia of mathematics education. Springer.
30. McCarthy, P., Sithole, A., McCarthy, P., Cho, J., & Gyan, E. (2016). Teacher questioning strategies in mathematical classroom discourse: A case study of two grade eight teachers in Tennessee, USA. Journal of Education and Practice, 7(21), 80-89.
31. Metz, M. L. D. (2007). A study of high school mathematics teachers’ ability to identify and create questions that support students’ understanding of mathematics [Unpublished doctoral dissertation]. University of Pittsburgh.
32. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
33. Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by pre-service teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5, 293-315.
34. Myhill, D., & Dunkin, F. (2005). Questioning learning. Language and Education, 19(5), 415-427.
35. Nicol, C. (1999). Learning to teach mathematics: Questioning, listening, and responding. Educational Studies in Mathematics, 37, 45-66.
36. Ong, E. G., & Lim, C. S., & Ghazali, M. (2010). Examining the changes in novice and experienced mathematics teachers’ questioning techniques through the lesson study process. Journal of Science & Mathematics Education in Southeast Asia, 33(1), 86–109.
37. Orrill, C. H. (2013). The SimCalc Vision and Contributions. In Hegedus, S., & Roschelle, J. (Eds). The SimCalc Vision and Contributions (pp. 285-298). Springer.
38. Paoletti, T., Krupnik, V., Dimitrios, P., Olsen, J., Fukawa-Connelly, T., & Weber, K. (2018). Teacher questioning and invitations to participate in advanced mathematics lectures. Educational Studies in Mathematics, 98(1), 1-17.
39. Piccolo, D. L., Harbaugh, A. P., Carter, T. A., Capraro, M. M., & Capraro, R. M. (2008). Quality of instruction: Examining discourse in middle school mathematics instruction. RMLE Online, 19(3), 376–410.
40. Ralph, E. G. (1999). Oral-questioning skills of novice teachers: ... Any questions. Journal of Instructional Psychology, 26(4), 286-296.
41. Ramsey, I., & Gabbard, C. (1990). Questioning: An effective teaching method. The Clearing House, 63(9), 420.
42. Roth, W. (1996). Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709–736.
43. Sahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221–241.
44. Sahin, A. (2015). The effects of quantity and quality of teachers’ probing and guiding questions on student performance. Sakarya University Journal of Education, 5(1), 95-113.
45. Saunders, W., Nielson, E., Gall, M. D., & Smith, G. (1975). The effects of variations in microteaching on prospective teachers’ acquisition of questioning skills. The Journal of Educational Research, 69(1), 3-8.
46. Schuster, L., & Anderson, N. C. (2005). Good questions for math teaching: Why ask them and what to ask, grades 5-8. Math Solutions.
47. Shahrill, M., & Clarke, D. J. (2014). Brunei teachers’ perspectives on questioning: Investigating the opportunities to “talk” in mathematics lessons. International Education Studies, 7(7), 1-18.
48. Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Information Age.
49. Tanışlı, D. (2013). Pre-service primary school mathematics teachers’ questioning skills and knowledge of students in terms of pedagogical content knowledge. Education and Science, 38(169), 80-95.
50. van den Kieboom, L. A., Magiera, M., & Moyer, J. (2010, April). Pre-service teachers’ knowledge of algebraic thinking and the characteristics of the questions posed for students. Paper presented at the 2010 annual meeting of the American Educational Research Association.
51. Walsh, J. A., & Sattes, B. D. (2011). Framework for thinking through quality questioning. Thinking through Quality Questioning: Deepening Student Engagement, 1–13.
52. Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12, 329-352.
53. White, P. B. (2001). Conceptual questioning in the mathematics classroom [Unpublished master's thesis]. University of New Brunswick.
54. Wragg, E. C., & Brown, G. (2001). Questioning in the secondary school (successful teaching series). Taylor & Francis Group.
55. Yang, M. (2006). A critical review of research on questioning in education: Limitations of its positivistic basis. Asia Pacific Education Review, 7 (2), 195-204.
56. Yei, C. J., Wang, K. H., & Huang, S. C. (1998). A comparative study on the use of questioning strategies between beginning teacher and experienced teacher. Washington, DC: ERIC Clearinghouse on Assessment and Evaluation.
57. Yılmaz, A. (2019). A case study on middle grade mathematics teachers’ use of questioning in teaching lines and angles [Unpublished doctoral dissertation]. Middle East Technical University.
58. Yin, R. K. (2003). Case study research: Design and methods (3rd ed). Sage.
59. Zhang, Y., & Patrick, P. (2012). Introducing questioning techniques to pre-service teachers. Journal of Teacher Education and Educators, 1(2), 159-184.