Özet:
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.
