The purpose of case study is to investigate pre-service mathematics and science teachers’ attitudes towards questioning skills and perceptions of both pre-service and other teachers’ acquisition of questioning skills. 28 seniors volunteered to participate in the study. While the views of 10 pre-service teachers are reported through one-on-one semi-structured interviews, the remaining 18 individuals are reported via writing. The pre-service teacher interviews’ responses, both oral and written, were analyzed utilizing the constant comparison method (Lincoln & Guba, 1985). The analyses of 28 TCs’ verbatim transcripts revealed six themes; roles of questioning techniques in instruction, development of questioning skills, roles of colleges and internships in developing questioning skills, factors in effective asking questions, and factors stopping students answering.
|State||Published - Sep 2015|