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

Engin, Marion (2012) Questioning to scaffold: an exploration of questions in pre-service teacher training feedback sessions European Journal of Teacher Education, 36 (1). pp. 39-54.

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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.

Item Type:	Article
Divisions :	Department of Higher Education
Authors :	Name Email ORCID Engin, Marion m.heron@surrey.ac.uk
Date :	1 May 2012
DOI :	10.1080/02619768.2012.678485
Copyright Disclaimer :	Copyright 2012 Association for Teacher Education in Europe. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 1 May 2012, available online: http://www.tandfonline.com/10.1080/02619768.2012.678485
Depositing User :	Melanie Hughes
Date Deposited :	24 Jan 2018 13:56
Last Modified :	16 Jan 2019 19:07
URI:	http://epubs.surrey.ac.uk/id/eprint/845684

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