Questions in secondary classrooms: Toward a theory of questioning

2021 ◽  
pp. 147787852110430
Author(s):  
Kimberly Alexander ◽  
Charles H. Gonzalez ◽  
Paul J. Vermette ◽  
Sabrina Di Marco
Keyword(s):  
Effective Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Secondary Classrooms ◽  
Good Question ◽  
Effective Manner ◽  
Three Components

At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.

Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms

2020 ◽  
pp. 496-515
Author(s):  
Earl Aguilera ◽  
Ilana Greenstein ◽  
Linda A. Shannon
Keyword(s):  
21St Century ◽  
Teacher Educators ◽  
Educational Equity ◽  
School Leaders ◽  
Teaching Profession ◽  
Classroom Teachers ◽  
Secondary Classrooms ◽  
Institutional Expectations ◽  
Pedagogical Approaches ◽  
Pedagogical Framework

In this chapter, three educators outline a pedagogical framework for enacting Linguistically Responsive Literacy Pedagogies (LRLP), founded on the sociocultural dimensions of literacy, the multilingual realities of many contemporary educational settings, and the institutional expectations of the teaching profession. The chapter overviews how the LRLP framework has been enacted across three different developmental groups across multiple school sites. The authors bring experiences as classroom teachers, teacher-educators, and school leaders working to understand and support the diverse literacy and language practices of learners in the 21st century. The chapter illustrates how pedagogical approaches that share a commitment to sustaining sociolinguistic diversity and promoting educational equity can be enacted across primary and secondary classrooms to benefit all learners.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

scholarly journals Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Mi Song Kim
Keyword(s):  
Literature Review ◽  
Learning Environments ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Design Knowledge ◽  
Technology Enhanced Learning ◽  
Design Data ◽  
Design Work ◽  
Teacher Design ◽  
Enhanced Learning

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

Teaching Practice Assessment Indicators: An Index to What is Privileged as Defining Effective Teaching

2016 ◽  
Vol 15 (3) ◽  
pp. 485-495
Author(s):  
Sibanda Jabulani ◽  
Marongwe Newlin ◽  
Mushoriwa Taruvinga D ◽  
Begede Martin P
Keyword(s):  
Effective Teaching ◽  
Teaching Practice ◽  
Practice Assessment

Career advancement or teacher development? Teachers’ perceptions of writing publications in China

2014 ◽  
Vol 28 (3) ◽  
pp. 306-318
Author(s):  
Jocelyn L.N. Wong
Keyword(s):  
Teacher Development ◽  
Career Advancement ◽  
Teacher Educators ◽  
Daily Practice ◽  
Teaching Profession ◽  
Contributing Factors ◽  
Content Type ◽  
Teachers Perceptions ◽  
Systematic Training

Purpose – Studies in teacher research have seldom discussed the effects of writing publications and teachers’ views on it. This paper aims to examine how teachers in China regard the purpose of writing up research papers and its impact on their professional practice. It also investigates facilitating factors in preparing and writing publications. Design/methodology/approach – This is a qualitative study which mainly analyses interview data gathered from 14 teachers, who have experience in writing publications, from three schools in Shanghai, China. Documentary analysis includes selected published journal papers and book chapters of the interviewees. Findings – Findings show that teachers perceive producing publications as serving both an instrumental purpose of career advancement and a developmental purpose of enhancing their individual professional competency which in turn improves the quality of the teaching profession through knowledge transfer and knowledge transportation. Research limitations/implications – Contributing factors to help teachers to write include the provision of systematic training courses for teachers and the development of network and research partners. Originality/value – Findings of this study help school leaders and teacher educators better their understanding of improving the quality of practice of teachers through equipping them with a “stance of inquiry”. Findings suggest ways to provide relevant support to enhance the writing capacity of teachers. More importantly, a revision of the existing teacher promotion system may make the practice of writing publications of more direct value to teachers’ daily practice.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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