Abstract
Guiding student questioning to become effective for attaining
curriculum objectives is a challenge for many teachers. In two
previous studies a principle-based scenario was developed in
two primary schools to enhance teacher guidance of effective
student questioning. This study aims to determine to what ex-
tent the scenario for teacher guidance is robust and transferrab-
le to other teachers in different primary school settings. To test
its robustness, 15 trainers introduced the scenario in 23 primary
schools to 103 teachers. After teachers completed a six-week
trial, they indicated in a questionnaire if they were inclined to
adopt, adapt, or reject the scenario for future use. Results show
that approximately 80% of all teachers would like to adopt the
scenario. About 55% of the teachers see opportunities to adapt
the scenario to their needs. However, about 20% of the teachers
EDeR Contribution Type Title Text-Mentor Abstract Authors
For details on the EDeR Text-Mentoring concept: uhh.de/EDeR
feel not yet able to judge if and how to adapt, having completed
only one trial. The conclusion is that most teachers, despite dif-
ferences in age, gender, grade, experience and school contexts,
are willing and able to guide effective student questioning with
the help of the scenario. From a theoretical point of view, this
study provides further insight in how successful implementation
can supported by a principle-based design.
curriculum objectives is a challenge for many teachers. In two
previous studies a principle-based scenario was developed in
two primary schools to enhance teacher guidance of effective
student questioning. This study aims to determine to what ex-
tent the scenario for teacher guidance is robust and transferrab-
le to other teachers in different primary school settings. To test
its robustness, 15 trainers introduced the scenario in 23 primary
schools to 103 teachers. After teachers completed a six-week
trial, they indicated in a questionnaire if they were inclined to
adopt, adapt, or reject the scenario for future use. Results show
that approximately 80% of all teachers would like to adopt the
scenario. About 55% of the teachers see opportunities to adapt
the scenario to their needs. However, about 20% of the teachers
EDeR Contribution Type Title Text-Mentor Abstract Authors
For details on the EDeR Text-Mentoring concept: uhh.de/EDeR
feel not yet able to judge if and how to adapt, having completed
only one trial. The conclusion is that most teachers, despite dif-
ferences in age, gender, grade, experience and school contexts,
are willing and able to guide effective student questioning with
the help of the scenario. From a theoretical point of view, this
study provides further insight in how successful implementation
can supported by a principle-based design.
Original language | English |
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Article number | 13 |
Pages (from-to) | 1-23 |
Number of pages | 23 |
Journal | Educational Design Research |
Volume | 2 |
Issue number | 1 |
DOIs | |
Publication status | Published - 30 Jan 2018 |