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Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators
Date
2023-12-01
Author
Inönü, Gamze Nur
Demircan, Hasibe Özlen
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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This study aims to characterize educators’ beliefs and reported practices about the questioning method. For this purpose, 412 educators fulfilled questionnaire, and 21 educators were interviewed about their practices. The results showed that although educators believed in the necessity of planning questions and waiting after the question was asked, they did not practice them for reasons such as lack of experience, age appropriateness, and lack of knowledge about the topic. In addition, although the educators believed that open-ended questions should be asked, they also stated that they did not always ask such questions in their practices.
Subject Keywords
Instructional method
,
Question types
,
Questioning
,
Questioning cycle
,
Teaching method
URI
https://hdl.handle.net/11511/105738
Journal
Teaching and Teacher Education
DOI
https://doi.org/10.1016/j.tate.2023.104351
Collections
Department of Elementary and Early Childhood Education, Article
Citation Formats
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BibTeX
G. N. Inönü and H. Ö. Demircan, “Questioning as an instructional method: Exploring beliefs and reported practices of early childhood educators,”
Teaching and Teacher Education
, vol. 135, pp. 0–0, 2023, Accessed: 00, 2023. [Online]. Available: https://hdl.handle.net/11511/105738.