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Investigating questioning techniques in a knowledge building classroom : the impact of teacher experience
Author
Ong, Alexander Theen Eng
Supervisor
Kiss, Tamas
Abstract
Teacher experience is an important factor in teaching practice. In Singapore, very few studies have focused on the role of teacher experience on teacher questioning in classrooms that implement a Knowledge Building (KB) pedagogy. This study aims to examine the beliefs and practice of teachers in a Knowledge Building classroom at a Singapore primary school. Past research has shown that teachers ask a large number of questions during classroom discourse, and the majority of the questions are managerial (used for the running and administering of the lessons). However, with the shift towards a more inquiry-based, social-constructivist approach, teachers now need to ask more high-order questions, which are more speculative and exploratory. This research study seeks to explore the impact of teacher experience on teachers’ questioning strategies, and to investigate the beliefs, values and attitudes that influence the questioning choices that teachers make in the classroom. The results indicate that teacher experience has a powerful influence on teacher questioning, and that the KB pedagogy has a positive impact in promoting the use of high-order questions in classroom discourse.
Date Issued
2015
Call Number
LB1027.44 Ong
Date Submitted
2015