Teacher Questions Research Articles

Examining Teacher Questioning in English‐Medium Instruction Classrooms: A Four‐Tier Analytical Procedure

AbstractQuestions asked by teachers in English‐medium instruction (EMI) classrooms are widely recognized as crucial in mediating language and content learning. Nonetheless, studies on EMI classroom discourse have rarely attempted a comprehensive conceptualization of teacher questioning or an analytical model to operationalize such a conceptualization. Drawing on a conceptual framework that characterizes teacher questions in terms of cognitive demand and interactional orientation, this paper proposes a methodological and analytical procedure that allows the systematic examination and comparison of the productivity of teacher questions across different classroom contexts and promotes the rigor of research on teacher questioning. Baseline data collected for a larger multi‐phase research project investigating the effectiveness of a professional development program are used to illustrate how each of the four tiers in the analytical procedure operates and what analytical work is done at each tier. The paper concludes by inviting classroom discourse researchers to use this multi‐layered analytical framework to investigate the productivity of teacher questioning in the complex ecology of naturalistic classroom discourse rigorously and to further expand our conceptualization by integrating more aspects of teacher questions.

Contextualising dialogic teaching through educational design research: Evolving teaching principles with EFL teachers and students

The adoption of innovative pedagogy without clear guidance in adapting teaching approaches to English language teaching contexts has led to disconnects in meeting students’ and teachers’ classroom talk needs. One such innovation, the dialogic teaching approach, centres a principled conception of classroom talk to enhance pedagogical practice. Recently, English as a foreign language (EFL) teachers and researchers have implemented the dialogic teaching approach to address the limited quality of classroom talk. However, emergent findings have yielded mixed results (e.g., inconsistent improvements in teacher questioning and meagre changes to student response quality). These marginal successes may result from teachers and researchers seeking to adopt the approach’s descriptive and idealised principles without adequately addressing classroom realities. This paper explores an educational design research project that sought EFL teachers’ and students’ feedback in adapting dialogic teaching principles within a South Korean university’s EFL curriculum. This project intended to yield a prescriptive design framework to enable the contextualising of dialogic teaching for EFL instruction. Grounded in a hybrid deductive and inductive analysis of this project’s empirical evidence, the present paper’s findings offer researchers and teachers an evolved understanding of dialogic teaching, its utility in EFL teaching, and how pedagogic innovation may be implemented dialogically.

Using instructional coaching to support elementary preservice mathematics teachers' development of questioning strategies

AbstractTeacher questioning is a commonly used pedagogical tool with great impact on student learning. In mathematics classrooms, questioning is also connected to the Mathematics Teaching Practices (National Council of Teachers of Mathematics, Principles to actions: Ensuring mathematical success for all, NCTM, 2014) of eliciting student thinking, supporting productive struggle, and connecting mathematical representations. Teacher questioning is a complex skill to develop, particularly for preservice teachers, as it requires firm knowledge in content, pedagogy, and student needs. The purpose of this qualitative multiple case study was to examine the impact of questioningfocused, non‐supervisory instructional coaching cycles on elementary preservice teachers’ questioning practices. Findings indicate that coaching cycles resulted in more balanced question usage, increased awareness of questioning practices, and increased confidence in posing purposeful questions. These findings suggest that instructional coaching specific to questioning practices could provide a viable means of authentic support for preservice teachers throughout their clinical experiences.

Form and Function of Teachers’ Questions in EMI Contexts: Comparing Practices Across European Countries

Previous literature on engagement strategies in the classroom, especially in EMI contexts, has evidenced that lecturer questions play a vital role in establishing teacher-student interaction, checking and scaffolding comprehension, and supporting students’ learning progress (e.g., Costa & Mariotti, 2023; Dafouz-Milne & Sánchez-García, 2013). While the effect of different disciplines on the nature of teacher questions is still controversial, no studies have looked at the probable impact of teachers’ cultural academic background related to the country of origin. Drawing on a corpus of 30 EMI lectures from five European countries (Croatia, Denmark, Italy, Spain, and the Netherlands), this study analyzes and compares the use of questions as an engagement strategy and offers insights into teacher discourse. The overall results indicate that teachers in different cultural academic contexts use questions with different frequencies and select different question forms to serve particular functions. The study may have pedagogical implications, especially for teacher education programs.

Talking Stick Model to Increase Student Learning Activity

Stick learning models speak using stick media. After students can learn the main topic, students who carry sticks are responsible for answering the teacher's questions. This learning method is designed to find out how far students understand the material being taught. When a teacher does not involve students in the learning process actively, students do not get the opportunity to ask questions or give opinions. In addition, the use of minimal media in learning causes the learning process to be less effective. The method implemented by the teacher is less creative, which causes students to feel bored, and the teacher is unable to present the lesson in an interesting way. This study uses a qualitative approach with library analysis. The Talking Stick model helps the learning of students and makes them more active, responsible, confident, and independent. It also makes learning more interactive and easier to use by the teacher. Teachers and students who use this learning model can get a lot of developments and advantages in learning, but some students can still listen, but they are less able to show their speaking skills when their turn arrives.

Teacher Questioning for Engaging EMI: A Quest for the Holy Grail?

AbstractQuestions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong Kong secondary classrooms where English is used as the medium of instruction (EMI), productive teacher questioning is key to promoting both language and content learning. Drawing on classroom observations and in-depth interviews, this study investigated the questioning practices of two teachers from EMI schools in Hong Kong. Quantitative and qualitative analyses of the data revealed that the teachers adopted different approaches to questioning. Their questioning practices can be captured by a dynamic model of two intersecting dimensions: cognitive demand (lower- and higher-order questions) and interactional orientation (authoritative and dialogic discourses). The findings of this study support the notion of teacher questioning as pedagogy and demonstrate how productive teacher questioning can mediate learner engagement. A guiding framework is proposed for productive teacher questioning that relies on the synergistic combination of cognitive demand and interactional orientation.

The discovery learning and Google sites: Its application in learning the process of urine formation for high school students

In the application of discovery learning in the classroom, the main source of science information is not the teacher, but various other sources that can be easily accessed by students. Learning sources that can be flexibly accessed by students are Google sites. This study was conducted to analyze how the implementation of discovery learning and Google sites in learning the formation of human urine. The research was conducted in one of the high schools in Malang. The students involved were grade XI. Data were collected through observation, teacher reflection sheets, learning implementation sheets (student and teacher activities), and student response questionnaires. The research data were narrated based on observations and learning implementation and student responses were calculated using percentages. The research findings show that the implementation of discovery learning and Google sites in learning the formation of human urine has changed the learning conditions of students for the better. High school students can actively answer teacher questions, are able to work on student worksheets, can work together well, discuss actively and draw conclusions. Google sites are a medium that can help students to find information related to the learning being carried out. Student responses related to learning scored 78.95 which is included in the good category. Collaborative activities among students can run well. Students agree that they do not forget the responsibilities given by their group to each individual.

Teachers’ use of questions and the science/religion encounter: Basil Bernstein and the impossibility of the unthinkable

This article examines the teaching of creation in a year six and a year three Religious Education (RE) class in schools in the south of England with a focus on the type and role of teacher questioning in relation to classroom discussions. The nature of knowledge, curriculum content and the relationship between RE and other subjects is currently under scrutiny and there is an ongoing debate about the negative effects of presenting science and religion as epistemically siloed. This paper presents an analysis of the way two teachers in two primary schools used questions to frame the relationship between science and religion where the aim was to minimise the polarisation of religion and science. Using Bernstein’s idea of the pedagogic device and the related notions of frame, classification and the unthinkable the analysis suggests that teachers employed both visible and invisible pedagogies that limited the diversity of ideas that were considered legitimate in discussions, and which therefore influenced the nature of pupil questions and responses. We suggest that despite attempts by both teachers to diminish the strong boundaries between different types of knowledge their use of questions serves to reinforce them.

Studying technical sciences without borders: We use the navigator for open educational resources. Part 1. The Russian experience

Introduction. The introduction of information and communication technologies into learning processes expands the possibilities of using information resources and becomes one of the priorities of the transforming higher education system. These changes are reflected in the trends in the development and application of open educational resources. However, the scale and fragmentation of data on the Internet, as well as the lack of open educational resources standards, makes the information retrieval process a difficult task and requires professional skills.Purpose setting. To determine the relevance and prospects for the development of sectoral open educational resources, it is necessary to analyze their role in the modern educational system. It is important to identify the possibilities of using open access research in technical sciences as one of the tools to eliminate social inequality in higher education. To identify and present arguments for the purpose of justifying the need to develop an industry-specific «Navigator on OER of Technical Sciences» (hereinafter referred to as the «Navigator»).Methodology and methods of the study. The research methodology covers the study and analysis of scientific papers devoted to the development of tools and initiatives in the field of open educational resources in technical sciences both in Russia and abroad. This study is also based on the method of oral questioning of students, postgraduates and teachers of technical disciplines at universities in Novosibirsk. Results. An array of scientific literature and web resources has been studied, providing free access to scientific and educational information in the field of research under consideration. Taking into account empirical data, the necessity of developing a «Navigator» on open educational resources in the system of higher technical education is justified (http://lib-os.ru/issledovatelyam/resursy/obrazovatelnye- resursy/navigator-oor-techn-nauk/).Conclusion. The study of technical sciences using open educational resources contributes to the effective improvement of professional level and allows you to be aware of current solutions to innovative activities in the field of knowledge under consideration.

Fostering students' potential understanding in mathematics learning: Use of teacher questions in small-group discussion

Fostering students' potential understanding in mathematics learning: Use of teacher questions in small-group discussion

Types of Questions Asked by Teachers at Primary School 077786 Tuhembaruzo in Classroom Interaction

This study aims to analyze the types of teacher questions in the teaching and learning process in three study groups and to analyze student activeness in the learning process at SD Negeri 077786 Tuhembaruzo. To obtain the results of this research, a descriptive qualitative method was used because this research focuses on phenomena that occur in the classroom. After analyzing it was found that there were 3 types of questions used by teachers in the study groups, namely procedural, convergent and divergent types of questions. the type of teacher questions in the three study groups at SD Negeri 077786 Tuhembaruzo was more convergent type than divergent and procedural types, namely 57, 23% of questions. While the teacher's procedural type questions amounted to 19.07% and the divergent type amounted to 23.68%.

Teachers’ Questioning Practices in Chinese Secondary Biology Classrooms

AbstractAcross the curriculum, the questions that teachers ask in class direct learners’ attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four schools in Xi’an City in mainland China took part. Three lessons were observed for each teacher, followed by interviews in which teachers were asked to focus on specific teaching episodes and explain their questioning. Findings reveal that teachers’ questions were mostly closed-ended, but in certain types of lessons their questions were more open and they used questions to manage class discussion. Teacher questioning is affected by personal beliefs, institutional working practices, and external policy shift, and teachers experienced tension in navigating between these factors. The results have important implications for policy and practice; for example, teacher educators need to recognize the complexity of teacher questioning and encourage teachers to discuss the challenges associated with asking more open questions, while policy-makers need to acknowledge the impact their decisions can have at the classroom level.

Hand Surgery Training Structure in Germany - Evaluation of an Online Questionnaire

The duration of the training for hand surgery in Germany was reduced from three to two years in 2020, while other European Countries introduced hand surgery as a separate surgical specialty. Therefore, the structure of hand surgery training in Germany is under intense, ongoing discussion. This study aimed to evaluate the current situation of hand surgery training in Germany. Two separate online questionnaires were developed for self-assessment of residents and teachers in German hand surgery services. The questionnaire contained 29 questions for residents and 24 questions for teachers. Demographic data, educational tools, surgical training parameters and satisfaction were assessed from May to July 2023. The survey was based on the former training time of three years. The online questionnaire was sent to the members and associate members of the German Society for Hand Surgery via email. 148 participants answered the questionnaire, including 54 residents and 94 teachers. Overall, more female residents were assessed, whereas the majority of teachers was male. Hand surgery training is mostly conducted in high-level hospitals (tertiary care p=0.012, quaternary care p<0.001). Residents use digital teaching media significantly more often than teachers do (p<0.001). In contrast, teachers use journals (p=0.006) and clinical visits (p=0.024) significantly more often for their training than residents do. Trainers and trainees mostly agreed about time points of surgical milestones during surgical training that should be performed independently. Both trainers and trainees were largely satisfied with the practical and theoretical training in hand surgery. The importance of digital media in hand surgery training will increase in the near future. Therefore, digital media should be more frequently included in hand surgery training protocols. The study revealed that the majority of residents as well as teachers would appreciate the introduction of an independent hand surgery specialty, which would most likely improve the hand surgery competence in Germany.

Teacher Questions And Student Responses In The Speaking Class Of Non-Formal Education

Giving questions in a speaking class is necessary to encourage students to speak in the target language. It is challenging for the teacher to carry out suitable questions in the teaching learning process. This study investigates the types of teacher questions, how the students respond to the teacher questions, and which teacher question type encourages and discourages students from speaking along with the reasons. A case study was used as a research method to explore teacher questions' role in creating active learning as seen from student responses in an English course in Indonesia. The data were gathered through observation, documentation (audio-recording and field notes), and interviews. The result shows that display/close-ended question types became the most posed questions by the teachers and were more influential to students’ speaking skills because they were frequently asked questions and responded to by the students excitedly as a group or individually. However, it was also less influential because the students received no responses in several times and the teachers gave excessive responses. Meanwhile, the choral response became the most response that students gave. This study underscores that display/close-ended questions are good enough for beginners to encourage them to speak but should not be excessive.

Questioning Channels of Mathematics Teachers in Technology and Non-Technology Supported Mathematics Classrooms

The objective of the present study was to gain a deeper understanding of how middle-grade mathematics teachers implement questions in both technology supported and non-technology supported classrooms. The investigation demonstrated that in-service mathematics teachers teaching in a technology supported classroom and in a non-technology supported classroom employed seven questioning channels: teacher-created static nature of drawings, teacher-created dynamic nature of drawings, student-created nature of drawings, student verbal discourse, a ready-to-use educational animation and textbook definition, analogies, and real-life examples. Commonly, both teachers used student-created static nature of drawings on worked examples, teacher-created static nature of drawings on worked examples, and mathematical procedures or concepts in their questioning, as well as students’ verbal discourse. The integration of technology introduced three additional questioning channels in technology supported classrooms: the teacher-created dynamic nature of drawings, a ready-to-use educational animation and textbook definition, and a real-life example. In conclusion, this study indicates that teacher questions can be influenced by the questioning channels employed, and technology might, to some extent, affect teachers’ variety of questioning channels. The results are discussed in the light of related literature.

Student-generated questions: An exploration of an instructional strategy with young children

Student-generated questions enhance deeper learning and empower active participation and critical thinking. Researchers have extensively explored teacher questions, but a notable gap persists in how to teach young children to ask questions effectively. This mixed-methods pilot study examined the impact of teaching questioning skills using the Question Formulation Technique (QFT) in an early childhood summer program for children from under-resourced areas. Pre-post oral language assessment scores from 33 children were analyzed to determine the impact of the QFT. Results reveal that using this method, teachers can effectively guide young students to ask more and better questions. Students involved in the research exhibited a substantial increase in the number of questions posed. They demonstrated a qualitative improvement in their approach to questioning, significantly increasing the number of wonderment questions (high-level questions). Conclusions indicate that using the QFT in early childhood classrooms can encourage young children to generate questions. Based on these findings, the authors conclude that teaching learners to ask meaningful questions can enhance their engagement, comprehension, and overall academic performance in diverse populations.

Initial Preparation in Teaching Indonesian Language at Islamic Elementary School Grade 3

This study investigates the pivotal role of early learning activities in Indonesian language instruction by examining teacher perception strategies. Employing a descriptive qualitative research methodology, data were collected through student interviews, observation, and documentation at Permata Sunnah Islamic School. Findings revealed three primary perception activities utilized by teachers: questioning, practical materials utilization, and video presentation. These activities facilitate mental preparedness and foster students' receptivity to new information, thereby enhancing the efficacy of early learning in Indonesian instruction. This study underscores the importance of varied perceptual approaches in pedagogical practices and provides valuable insights for educators seeking to optimize early learning experiences in language instruction. Highlights : Varied perceptual approaches enhance early learning outcomes. Teacher questioning, practical materials, and video presentation are pivotal in Indonesian instruction. Qualitative research provides insights into effective pedagogical strategies for language learning. Keywords: Early learning, Teacher perception, Indonesian instruction, Qualitative research, Pedagogical practices

The Effectiveness of Wizer.me in Developing Electronic Learning Materials: A Study with English Teacher

The primary objective of this research is to investigate out teachers' responses to the ease of use and flexibility of Wizer.me in compiling LKPD. Then analyze the perceptions of students' learning outcomes in using Interactive Student Worksheets (LKPD) with the wizer.me application on English learning materials. In this research, a qualitative approach was employed, utilizing a case study method. The research was conducted at SMP Negeri 30 Makassar, involving one teacher and five students 8th grade as informants. Data were collected through interviews recorded using Voice Note on WhatsApp, a voice recorder, and picture documentation. The researchers gave six questions for both students and teachers to gather in-depth insights. The results of this study show that Wizer.me is a highly beneficial tool for both teachers and students in the context of English language education. The research findings highlight several key advantages: Easy to use, versatility, Resources accessibility, multimedia integration, and efficiency. Therefore Wizer.me proves to be an effective tool to make interactive worcksheet (LKPD) in English language education, offering ease of use, flexibility, and enhanced learning experiences. The study suggests that Wizer.me's benefits extend beyond English, making it suitable for subjects like Mathematics, Science, and Social Sciences. Future researchers should consider exploring its application in these areas to further validate its effectiveness and versatility in education.

Exploring the Design Strategy of English Reading Class Based on “Question Chain”

In high school English reading teaching, teachers use questions to build scaffolding for students. Students read, think and self-assess with the help of questions. Therefore, the effectiveness of teacher question design plays an important role in improving students' English language core accomplishment. Teaching activities must be carried out in the form of questions. The quality of questions raised in the teaching process can help students clarify their thinking and directly affect the effect of classroom teaching. "Question chain" is based on students' cognitive level, combined with teaching objectives, in the teaching process to design moderate difficulty, interlocking questions, to help students establish diversified learning habits and thinking. A chain of problems is a series of coherent, hierarchical, logical, integral, progressive and interlocking problems. Question chain design can ensure the effectiveness of questions, provide paths and guarantees for the development of students' thinking quality, and provide methods and motivation for the improvement of teachers' professional quality. This paper focuses on the connotation and design principles of question chain teaching, and discusses the design strategies and principles of English reading class based on question chain based on the background of middle school students' English reading class.

The relationship between VET teachers’ entrepreneurship education teaching practices and students’ learning needs

ABSTRACT This article contributes to the field of entrepreneurship education (EE) research by raising the question of vocational teachers’ ability to respond to the students’ need for entrepreneurial guidance. The main research question in this article is: How do VET teachers’ EE teaching practices match with the learning needs of the students. Two types of quantitative data and the theory of guided preparation are used to answer this question. The first part of the data was collected from Finnish VET teachers and the second part from Finnish ninth graders applying for VET. Based on these two datasets, a four-field matrix was formed and how teachers are successfully able to boost students’ entrepreneurial preparedness was analysed. The research findings have implications for guidance within VET, both for the students and the teachers. The results combining the teachers’ EE practices with students’ learning needs open a wide range of new possibilities to understand the relevance and timeliness of EE.