Preschool Teachers' Beliefs and Self-Reported Practices Regarding Questioning as a Teaching Method: Questioning Cycle and Question Types

Date

2022-5

Author

İnönü, Gamze Nur

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The present study investigated preschool teachers’ beliefs and self-reported practices regarding questioning as a teaching method and its two strategies: questioning cycle components (planning questions, asking questions, waiting time, listening to the response, assessing the response, and follow-up questions) and question types (open-ended and closed-ended questions). Accordingly, a convergent mixed methods design was adopted, and quantitative and qualitative data were compared. The data were collected from 412 preschool teachers in the central districts of Ankara, Turkey. Each completed the Questioning as a Teaching Method in the Preschool Classrooms (QTMPC) survey. Thereafter, semi-structured interviews were conducted with 21 of them on a voluntary basis. To find the answers to the research questions, SPSS and MAXQDA were used for data analysis. Through descriptive statistics, a perspective was provided based on preschool teachers’ beliefs regarding the questioning method and its strategies, and compared with their self-reported practices. Overall, the study reveals that preschool teachers generally use questioning as a teaching method in their activities. Regarding questioning cycle components and question types, preschool teachers’ beliefs and self-reported practices had both commonalities and differences. Specifically, although the participants believe that preschool teachers use some components of the questioning cycle, they had not, according to their self-reports, been able to implement any of these in practice. This study provides a contemporary perspective regarding questioning as a teaching method and its strategies, highlights gaps in its implementation and how these might be addressed, along with suggestions for further enquiry.

Subject Keywords

questioning, teaching method, early childhood education, preschool teacher

URI

https://hdl.handle.net/11511/96817

Collections

Graduate School of Social Sciences, Thesis