Why Did I Ask That Question? Bilingual/ESL Pre-Service Teachers' Insights

Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working...

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Bibliographic Details
Published inInternational Journal of Instruction Vol. 6; no. 2; pp. 163 - 176
Main Authors Diaz, Zulmaris, Whitacre, Michael, Esquierdo, J. Joy, Ruiz-Escalante, Jose A
Format Journal Article
LanguageEnglish
Published International Journal of Instruction 01.07.2013
Subjects
Bilingual Teachers
Case Studies
Educational Strategies
English (Second Language)
English Language Learners
Focus Groups
Language Arts
Mathematics Instruction
Mexico United States Border
Microteaching
Preservice Teacher Education
Preservice Teachers
Questioning Techniques
Reflection
Semi Structured Interviews
Student Teacher Attitudes
Texas
Texas
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Summary:Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study presents findings from a qualitative study that explored what types of questions pre-service teachers use and their reflections on the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas were videotaped during a math and a language arts lesson, attended focus groups, and participated in an exit interview. The findings revealed the type of questions used by the participants, how they made sense of their teaching, and how accountability measures influenced their teaching. This research recommends education programs to prepare future teachers to comply with what is required by the current reform without compromising their students' learning and thinking skills.
ISSN:1694-609X