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ERIC Number: ED079111
Record Type: RIE
Publication Date: 1973-Mar
Pages: 5
Abstractor: N/A
Reference Count: 0
Questioning Skill Development by Prospective Secondary School Science Teachers: An Extension.
Blosser, Patricia E.
This paper discusses the implications of two studies on the questioning behavior of preservice secondary school science teachers. The first study indicated that preservice teachers could benefit from participation in an instructional procedure designed to enable them to develop skill in several questioning strategies. The second study was designed to determine the time in the undergraduate program at which instruction and practice in questioning should be introduced for maximum effectiveness in the classroom. Results indicated that the students who appeared to profit most from instruction in questioning were those who received the instruction over two quarters, both prior to and concurrent with practice in the classroom. Based upon the findings of these studies several implications for teacher supervisors emerge: (1) instruction relating to questioning techniques given only concurrent with classroom practice may not be sufficient for adequate skill development; (2) in using microteaching techniques, it should not be assumed that skill shown in a microteaching setting will translate to the school classroom; (3) both self-evaluation and evaluation by the supervisor are important components of the instructional sequence; and (4) whenever possible, cooperating teachers should provide models for their student teachers. (JR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the National Science Teachers Association (21st, Detroit, March 30-April 3, 1973)