Egy önértékelő eszköz a tanári kérdezési stratégiák elemzéséhez

Abstract

One of the most important elements of the interactive phase of teaching and learning is the questioning skill that teachers possess at different levels. The investigation described in this study provides a model of teachers′ questioning strategy based on teacher questions of 24 lessons. It introduces the relations among the elements of the questioning strategy and it shows the individual characteristics of teachers′ questioning strategies through the analysis of 14 lessons of three teachers. The study provides methodological recommendations based on the results of the investigation. In addition, with a self-assessment tool it also shows the factors influencing the pedagogical efficiency of the questioning strategy. The tool can be used by both beginner and practising teachers for the analysis of their questions in the classroom. They might become more efficient in using teacher questions with regular and conscious self-monitoring. Finally, by the development of one of the most important classroom elements in knowledge building, the learning process can become more successful as well.