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

Abstract

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.