Development of Pre-Service Teachers’ Questioning Practice Through Self-Analysis. Stephanie B. Philipp University of Louisville and Melissa L. Shirley University of Louisville. Model for Focus of Study. This study examines pre-service teacher’s analysis of classroom discourse.
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Stephanie B. Philipp
University of Louisville
Melissa L. Shirley
University of Louisville
This study examines pre-service teacher’s analysis of classroom discourse.
“I did not realize I asked low-level questions during the entire class until analyzing this transcript.” (08HSTrad)
“Without high-quality responses from students, the connections they are able to make to the subject matter is severely limited…This problem goes hand in hand with my lack of high-order questions.” (28HSAlt)
“It is difficult to address questions with a class where only a small portion of the students can hear. I cannot give students enough wait time to ponder questions because I spend any down time addressing discipline.” (05MSAlt)
“I spent almost two of ten minutes waiting for my class to quiet down to the point where we could finish discussion. This is far too much instructional time.” (17MSAlt)
Teaching context may affect the focus of the PST’s choice for analysis.
“I will prepare a question guide before the lesson to help direct students in higher level of thinking.” (04MSTrad)
“I think time invested at the beginning of the year [regarding] my expectations for discussions would be helpful.”(13MSTrad)
“To improve this questioning practice, I plan on … constantly checking for understanding formatively through thumbs up/thumbs down, stoplight, agree/disagree, etc.”(20MSAlt)
Analysis of questioning practice convinced PSTs of the importance of planning and intentional practices as a strategy for improving questioning practice.
PSTs were often surprised by aspects of their teaching practice after reflection on their own teaching
“It is amazing what you can learn from listening to yourself. I could not believe how many times I said the word "Right”. If I were a student, I would be sick of it.” (18HSAlt)
“It occurred to me as I listened to the tape that only seven out of 30 students spoke. Not only do I have no idea what those other twenty-three students know, no one in the class was able to benefit from their input.” (21MSAlt)
“In the background I could hear chatter, chatter that I must block out while I'm standing at the front of the class. I did not notice when I was teaching but it was there, on tape.” (18HSAlt)
PSTs acknowledged need for change and dedicated their efforts to transforming their own practice.
“Overall, this transcript allowed me to see myself in a way that I had not seen before: through the ears of an observer….I plan on taping another session in the upcoming months to evaluate my progress.” (26MSAlt)
“The lesson I learned is that high level questioning is dependent on careful and thoughtful planning for each lesson.” (15MSTrad)
And thank you for your kind attention.