Abstract
The purpose of the present study was to develop the question asking strategies awareness scale (QASAS) and to describe the psychometric properties of the scale. The justification for the current study was the lack of a measurement tool in the national context that explores the teachers’ in-class questioning practices during instructional activities in-depth and supported by a discursively-oriented theoretical background. Data gathering process was conducted by reaching 664 teachers from diverse teaching branches to develop the QASAS. The validity and reliability processes of the QASAS were completed by operating exploratory and confirmatory factor analysis in addition to calculating the Cronbach Alpha coefficient. The items of the QASAS were gathered around seven factors that are labelled as “MonitoringCritiquing-Eliciting”, “Challenging-Conceptual Change-Evidencing”, “Epistemic Authority & Prior Knowledge”, “Clarification-Conceptual Consistency”, “Open-ended & Close-ended”, “Selecting-eliminating through Follow-up Questions”, “Evaluating & Knowledge providing.” It is deduced that the factors of QASAS can measure teachers’ awareness regarding both learner-centred and teacher-centred discursive interactions. The QASAS may serve as a checklist for qualitative studies, in addition to being administrated as a data collection tool for large-scale surveying studies. QASAS is also a guide in determining the shortcomings of teachers’ professional development as well as designing and implementing pedagogically-oriented developmental activities.
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