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Making inferences is essential to comprehending text. Teachers can ask inferential questions, model their thinking, and teach specific strategies to support upper elementary students in making inferences while reading. [ABSTRACT FROM AUTHOR]

This paper examines a methodology used identify question types and questioning techniques teachers use in primary and secondary classrooms during both expositional lessons (teacher explains learning material to students) and practical lessons (students learn through doing; teacher guides students’ actions), and why these are used. To draw out this information, a mixed methods approach of survey, observation and interview, conducted in 2018 and 2019 in Australian schools was adopted. The three gathering approaches combined to provide a complementary triangulation of data through Stage 1 Survey (broadening the knowledge about question types); Stage 2 Observation (confirmation of the survey data in classrooms) and Stage 3 Interview (understand why teachers use certain questions in expositional and practical lessons). There are many examples in the literature that supported using data collection elements of survey, observation, and interview to understand what questioning teacher use in their classroom, but few examples of prior studies triangulating the data with all three data sources. The mixed method allowed rich data collection about types of questions that teachers use and deepened understanding to why teachers used certain questioning in expositional and practical lessons. However, the scope of the method could be expanded to more observations and interviews which would confirm the new question types found. [ABSTRACT FROM AUTHOR]

The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students. [ABSTRACT FROM AUTHOR]

This research explores perceptions of dialogic teaching amongst trainee instrumental/vocal teachers enrolled on the MA Music Education: Instrumental and Vocal Teaching programme at the University of York. Thirty students from three different cohorts responded to an online questionnaire. Findings indicate that respondents were aware of a broader range of advantages of using dialogic teaching than disadvantages. Despite this, 59% of respondents reported that they inconsistently use dialogic teaching. Respondents also reported that they learn to use dialogic teaching through observation of fellow teachers, practical teaching experience, and peer-to-peer discussion. Some respondents viewed dialogic teaching primarily as a process of teacher-led questioning, rather than questioning and discussion, which suggests that trainee teachers may benefit from a more in-depth understanding of dialogic teaching within the context of instrumental/vocal lessons. The results of this research are of relevance to teachers, teacher educators, and providers of pedagogical resources. [ABSTRACT FROM AUTHOR]

Before the COVID-19 pandemic, providing high-quality practice learning experiences for preservice teachers was already taxing due to the heavy reliance on school practicum, which is often besieged with challenges. Given these challenges, there is a growing urgency to explore alternative avenues for offering practice learning experiences to preservice teachers in addition to school practicum. With this backdrop, a qualitative study was conducted, employing observation and interviews as data collection methods to explore the potential of mixed-reality simulation (MRS) to strengthen the practice learning experiences of preservice teachers. The core teaching practice of questioning was chosen to explore the affordances of MRS for improving preservice teachers' understanding of and proficiency in utilizing questioning. This study found that MRS provides a low-risk learning environment that preservice teachers perceive as authentic. For these reasons, this environment is conducive to improvement, and it enables deliberate practice, which is vital for nurturing metacognition and adaptive expertise. The findings also highlight the importance of coaching for maximizing MRS advantages. The absence of coaching will most likely limit the affordances of MRS as an approximation of teaching practice. While our findings are promising, the resource-intensive nature of MRS implementation means that scalability requires further investigation. [ABSTRACT FROM AUTHOR]

Learning -oriented assessment (LOA) has recently gained increasing attention among language researchers. It has been found momentous for both teaching and learning. However, its practical domain has remained under -researched and the current literature has mostly focused on its practicality. Nevertheless, the role of teachers‟ assessment strategies in the implementation and success of LOA has been overlooked, to date. Moreover, there is a dearth of research on how English as a foreign language (EFL) teachers capture moments of spontaneous LOA. To fill these gaps, the present case study explored an Iranian EFL teacher‟s questioning strategies as an aspect of spontaneous LOA. Utilizing Conversation Analysis (CA) and Interpretative Phenomenological Analysis (IPA), this study attempted to uncover the instances of LOA practice represented through questioning strategies during classroom interactions at a basic level. The findings revealed that two types of questioning strategies, namely metacognitive questions and designedly incomplete utterances (DIU), occurred when the teacher extended the main assessment task to focus on the earlier learning goals. In so doing, the teacher sought evidence of student learning status already elicited to take the next step. The study has insightful implications for EFL teachers and trainers concerning metacognitive questions and DIU as useful tools to practice LOA in L2 education. [ABSTRACT FROM AUTHOR]

Open discussion of text promotes students' reading achievement, yet classroom discussion is rare. The present study investigates whether teachers' knowledge for literacy teaching relates to their enactment of class discussion in the context of a high-quality literacy curriculum. Two sixth grade teachers (one who demonstrated high levels of knowledge for teaching literacy, and one who demonstrated low knowledge) were audio recorded teaching the same reading lesson. Lesson transcripts were analyzed with a focus on the questions teachers asked. Questions were coded as high – or low-level, and as authentic or display questions. Function of questions and quality of instruction were also explored. The teacher whose knowledge was higher asked more high-level questions, while the teacher with lower knowledge asked more low-level questions. Although both teachers asked more display than authentic questions, a higher proportion of questions asked by the teacher with high knowledge were authentic. The higher-knowledge teacher's enactment of the lesson also included more student voice, more topical coherence, and a richer understanding of the material. These findings emphasize the importance of teacher knowledge. This work also underscores the importance of developing more robust constructs for knowledge for literacy teaching, and quality of literacy instruction. [ABSTRACT FROM AUTHOR]

This study was conducted to identify the structure of the questions asked by teachers to stimulate students' mathematical literacy and to compare the questioning skills of PMRI workshop participants and nonparticipants. This study used a qualitative approach. The teachers were asked to conduct and record the lesson in this study. The teacher's questions were coded according to their cognitive level, question structure, and activity type. The results obtained showed that teacher A mostly asked at the level of cognitive knowledge (74.3%) and closed questions (90%). In contrast, Teacher B asked relatively evenly distributed questions at the level of cognitive knowledge, understanding, application, analysis, synthesis, and evaluation (24.9%, 20.2%, 18.3%, 15.4%, 11.6%, and 9.6%). The results showed that Teacher A emphasized more on the closed question structure (90%) while Teacher B was more varied (45% closed questions & 55% open questions). From the interview results, teacher B stated that he was used to applying coaching techniques when conducting learning. So, teacher B was accustomed to asking questions to stimulate children's thinking. [ABSTRACT FROM AUTHOR]

As we move from a teacher-led mode of teaching and learning to more childinitiated approaches, questions rather than answers are imperative in shaping the socio-cognitive development of learners as they explore and make meaning in collaborative contexts. This paper outlines an action research study with 20 Pacific Island teachers held in 6 different Pacific Island early childhood centres. The participants of the study were trained on a modified model of 'Questioning and Understanding Improves Learning and Thinking' (QUILT) that focused on different teacher behaviours and skills in the process of questioning. Important changes in beliefs and practices were found after the intervention particularly in relation to the fostering of divergent thinking through the type of questions teachers asked and how they undertook the questioning episodes. This paper concludes that it is important to focus on promoting novice teachers' knowledge and skills in questioning so that they can support children's higher levels of thinking. This is especially relevant for teachers in Pacific Island early childhood centres. [ABSTRACT FROM AUTHOR]

There are two key categories of moves that drive interaction in science classrooms; initiating moves and rejoinders. Closed-ended initiating questions have always been associated with low student engagement and open-ended initiating questions with prolonged interaction in science classroom. In this paper, we report on a qualitative case study conducted in South Africa with three physical sciences teachers. The purpose of the study was to understand the nature of initiating and rejoinder moves and their effect in the science classrooms. We draw on a hybridised framework combining Analysing Teacher Moves (ATM) with teacher discursive moves. We present data that contradicts the claim that closed-ended initiating questions always lead to minimised interaction and that only open-ended initiating questions lead to prolonged interaction depending on the nature of rejoinders. We discuss the value of understanding this intricacy of teacher move patterns and its implications for teacher education and professional development of science teachers. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of the COVID-19 pandemic on educational disparities and the need for in-school tutoring as a strategy to address learning loss and close the education disadvantage gap in the UK. It discusses the importance of intentional, structured, and sustainable tutoring as part of school strategy and emphasizes the significance of tutor-teacher dialogue, tutor autonomy, and strong subject knowledge and pedagogical skills for effective tutoring implementation.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents the outcomes of a project, which aimed to develop the use of questioning in one teacher's. practice using a professional development intervention termed 'clinical supervision'. As well as being a project which adopted an action research approach, this use of clinical supervision is, we argue, a form of professional collaborative support between more- and less-experienced colleagues, akin to the kinds of relationships typical of collaborative action research. Questioning, as a common teaching technique second only to lecturing, is evidenced to be a powerful teaching strategy when used competently. Yet, many teachers struggle to do so by spontaneously asking unplanned questions during a lesson, over-using lower-order questions or even furnishing the answers themselves before waiting for student responses. The current study thus aimed to examine the routine pre-intervention questioning strategies used by the participating teacher and then document the outcomes of the clinical supervision intervention that targeted the development of her questioning skills. Findings indicated that the teacher's pre-intervention use of questioning was typical of the kinds of errors that some teachers make as evidenced in existing literature; while post-intervention findings revealed notable improvement in the teacher's practice of the targeted questioning skills. [ABSTRACT FROM AUTHOR]

The literature regarding formal coach education and development highlights issues of transference of usable knowledge to the real-world context. This study sought to engage coaches from a Spanish football academy in a longitudinal work-based coach development program (CDP) focused on the delivery of post-match feedback. The CDP was delivered over a 23-month period through collaboration between a sport pedagogue researcher-practitioner, the Academy Management Team, and an experienced research team. The study adopted a case study design, utilizing a multiple method data collection strategy that occurred in several stages: 1) Systematic observations (Sep–Dec 2018) and 2) debrief (Jan 2019), where baseline coach behaviors and underpinning knowledge were recorded; 3) a workshop and a directed task (Mar 2019), encouraging coaches to apply new knowledge; 4) a directed task 2 and reflective interview (Apr/May 2019), facilitating coaches' reflection on their past deliveries and rationalization and planning of their forthcoming sessions' delivery and 5) a consolidation interview (Apr 2020), capturing knowledge stabilization. Qualitative data suggest that there was an increased understanding in the adoption of behaviors including corrective feedback, silence, questioning, and player participation throughout the CDP. In addition, coaches' self-reflection found acceptance of their coaching delivery or a disconnect between their desired and actual behaviors during the delivery of video-based feedback. This study provides a preliminary framework for further implementation and exploration in developing coaches' knowledge and understanding of delivering post-match video-based feedback. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article provides a critical literacy approach to reading picture books that represent individuals with disabilities. It details close reading with a critical literacy stance as a scaffolded method for teachers to support students' increased access to conversations about disability. A sample lesson plan and three prompting guides are provided to support teachers in text selection, planning and facilitation of lessons that analyze disability representation. Consistently engaging in close reading with a critical literacy stance will help students internalize the transferrable process that enables them to challenge and critique the stereotypes of disability they encounter in other texts, media, and everyday interactions. [ABSTRACT FROM AUTHOR]

This study explores teachers' use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science or non-science related) while also recording the intended recipient. Results revealed that, overall, teachers primarily asked closed-ended questions to children during preschool science activities. While closed-ended questions outnumbered open-ended, science-related questions were more likely to be open-ended questions. We noticed this trend whether the teacher directed the question to a group of children or an individual child. Gender of the child recipient was also explored with no significant differences found. Results indicate that collaborative science exploratory activities may be an ideal context for increasing teacher's use of open-ended questions. Background and training of teachers may also play a role in the use of open-ended questions in a science activity context. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the questions asked by 5 preschool teachers during the "question of the day" practice at the beginning of the day and the characteristics of the answers given by 240 children of 4-5-year-old were investigated. Language interactions between teachers and children through 198 questions asked during the "question of the day" practice at the start of the day activity and 2048 answers were transcribed and then teachers' questions were analyzed using the coding scheme comprised of four defined abstraction levels, and the answers of the children were analyzed according to three defined abstraction levels. The results revealed that teachers' questions were predominantly preference (31.3%) questions and likewise, the majority of children's answers were personal preference (46.3%) answers. Also, it was concluded that; (a) asking creation questions that allow children to express their original thoughts was least preferred by the teachers; (b) children often preferred to answer recall, inference and creation questions at the realistic level, and preference questions at the personal preference level; (c) children mostly gave creative answers to the creation questions of the teachers; and (d) 5-year-old children prefer to give more creative answers to teachers' questions than 4-yearolds. [ABSTRACT FROM AUTHOR]

Research on statistical education in childhood is recent in Brazil. The research has been mainly driven by curriculum reforms and the creation of research groups that investigate teaching, learning, and teacher education practices. The present paper emerges from this scenario and has the aim of investigating practices of creative insubordination of teachers proposing and acting on problems of statistical and probabilistic literacy under a problematizing perspective. The intention is to ask: 'What evidence of statistical and probabilistic learning emerges when teacher-researchers participating in collaborative groups narrate their actions of creative insubordination?' The term 'creative insubordination' refers to professionals acting counter to rules and directives when seeking to protect those to whom they provide services and in order to provide better conditions. In the case of Brazilian teachers, it is argued that they can be creatively insubordinate by proposing problems in statistics and probability, listening to the children and encouraging them to problematize and create strategies and procedures for solving statistical problems, in a perspective that encompasses their social practices. From the analysis emerged a common aspect of the teachers' practices that refers to the fact that they provide an investigative atmosphere in which children discuss, question and reflect, proposing creative solutions to statistical problems. Children learn to defend their views and rights. Thus, the statistical and probabilistic learning becomes more significant for children. [ABSTRACT FROM AUTHOR]

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed at investigating the questioning practices of teachers in public sector universities of Khyber Pakhtunkhwa. Using proportional allocation to population, 24 teachers were selected from Peshawar, Kohat, D.I.Khan, Mansehra, Dir, Malakand, and Swat as a sample through cluster random sampling. To achieve the objectives of the study, the instrument "Observation Guide using Bloom's Taxonomy" was used, and teachers' questions were recorded on the observation guide, in addition to an audio recording. The questions were then categorized under six categories of Bloom's taxonomy: knowledge, comprehension, application, analysis, synthesis and evaluation. The findings have drawn out that teachers' questioning methods centered on the convergent, knowledge and comprehension types. Teachers infrequently asked questions at the analysis, synthesis and evaluation levels. It is recommended that higher-order thoughtprovoking questions need to be asked more frequently in the classrooms. It is also acknowledged that promoting students to use these higher-level thinking skills is important but this could only be achieved if teachers are effective enough to use a classificatory scheme such as Bloom's taxonomy. [ABSTRACT FROM AUTHOR]

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures. [ABSTRACT FROM AUTHOR]

The printed issue, source and object of this research is the magazine A Escola, a journal prod uced by a Club of public teachers of Parana / Curitiba from 1906 to 1910, taken as a guide for reflection. The questionings that directed this writing were: At times of emerging republic, which role, the magazine's staff, particularly its editor, Dario Vellozo, aimed to school? What issues used to be the most highlighted regarding the formation of teacher of Paraná in the newly established Brazilian republic? The Press specialized in education and teaching, is evidenced, as a center of information, as it shows ways to produce and disseminate speeches. These, allow objectify the understanding of the dynamics which includes the production of educational narratives and their articulations with the construction of a historical-educational identity(ies) wanted by both teacher and student from Curitiba from the nascent Brazilian republic. [ABSTRACT FROM AUTHOR]

This qualitative study examined preschoolers' difficult questions and their teachers' responses to them. Data were gathered via interviews with 324 preschool teachers, who were asked two questions: "Could you please share the questions you have been asked by preschoolers in your classroom that were difficult for you to answer?" and "How did you answer these questions?" Data were analyzed via the cutting-and-sorting technique. This yielded four main themes among the questions—science and nature, religion, sex and fertility, and daily life—and five main themes among the responses: realistic answers, insufficient answers, wrong explanations, leaving the question unanswered, and irrelevant answers. Only a quarter of the responses were realistic, meaning that most were inappropriate to supporting preschoolers' learning. [ABSTRACT FROM AUTHOR]

This conversation-analytic study investigates the use of code switching (henceforth CS) in three Italian L2 classrooms in Sweden. Specifically, when and why do teachers code switch in their questions? Is the language choice pedagogically motivated? Does the teachers' language choice have an influence over the students' language choice in their answers? The data were collected from three beginner-level Italian lessons in two Swedish High Schools. Transcripts of questions in which CS occurred were analyzed using a conversation analytic approach with a focus on sequentiality in relation to the organization of turn allocation, to understand when and why the CS occurs in both questions and answers. In our data teachers use CS when posing questions to the class in two major occasions, namely when the question is followed by a significant silence but also when no discernible silence follows a question. Furthermore, regardless of the language used by the teacher, the students answer in Italian when the questions are taskbased, and in Swedish when the questions are off-task. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Philosophia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Self-explanation prompts are questions that encourage students to explain their reasoning. In this article Kelly, Laura and Julie explain the benefits of using self-explanation prompts for teachers, describe how they align with the Australian Curriculum, and provide instructions for creating them. [ABSTRACT FROM AUTHOR]

• Teacher talk consisted of about 24% questions during shared-book reading. • Most of these questions were Wh -questions or those that required a yes/no response. • Less frequent Why- or How- questions elicited longer responses from children. • Children found most questions easy to answer; Why -questions moderately challenging. This study examined the extent to which preschool teachers used different types of questions during classroom-based shared book reading. Our goals were to describe the question wording teachers use to elicit child responses and to consider sequential relations between types of question wording and student responses. Participants included 96 preschool and kindergarten teachers who read aloud a standard narrative text to their whole class of students. All the sessions were video-recorded, transcribed and then coded by trained coders. During reading, teacher total extra-textual utterances included 23.74% questions (n = 5207 questions). The wording of these questions mostly included Wh-question forms (who, what, when, where) or question forms that required only a yes/no response. Yet sequential analyses demonstrated that less frequently occurring question forms, such as Why-questions and How-procedural questions elicited longer, multiword responses from students. Results further suggested that students readily answered most questions accurately; although, Why-questions produced more inaccurate student responses, this level of challenge is likely appropriate. Unfortunately, most teacher questions were easy for children to answer accurately or with a single word, thereby indicating teachers are not demonstrating Vygotskian principles (1978) of adjusting their questioning techniques to a level of challenge that is just above children's overall level of mastery. Important implications of these findings are discussed for educators as well as curriculum developers. [ABSTRACT FROM AUTHOR]

Purpose - The National Council for the Social Studies (2014, 2017) has called for increased attention to religion in social studies curriculum. A small but growing body of research has examined the preparation of social studies teacher candidates to teach about world religions, but critical questions remain. The purpose of this paper is to explore the question: what is the experience of the secondary social studies teacher candidate as he/she teaches about religion in a high school, world history course? Design/methodology/approach - This study employed a phenomenological approach to examine the experiences of six teacher candidates as they endeavored to teach about world religions through a two-semester, intensive internship. Findings - Findings, drawn from individual interviews with the candidates, suggest that their efforts to teach about religion were marked by fears, worries and concerns. Additionally, candidates understood their personal religious identities and experiences as significant influences on their experience teaching about religion. Finally, candidates experienced several features of their internship as key supports in their efforts to teach about religion. Originality/value - This paper concludes with a series of recommendations for strengthening the preparation of social studies teacher candidates to teach about religion in public school settings. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to evaluate the formation of a consensual culture of agile management used in schools where school administrators and teachers work. Design/methodology/approach: This research is based on a qualitative research approach that highlights social phenomena and explores the environment in which they belong. In this context, five managers and seven teachers working in six vocational education institutions were asked semi-structured questions during face-to-face interviews. Findings: The research revealed that technology has a great impact on foster learning management and the development of school culture based on consensus. Research limitations/implications: The data of the research is limited to the participants who are Five managers and seven teachers working in six vocational education institutions within Nicosia context. Practical implications: The school gained awareness on the uses of technology for learning and development. Social implications: Merits of technology for consensus culture were examined in this paper. Originality/value: The paper is original in that it gives insights for the education system on the technology and learning. [ABSTRACT FROM AUTHOR]

The South African Curriculum and Assessment Policy Statement for Technology stipulates that Technology should provide learners with the opportunity to solve authentic problems that are embedded in real-life experiences. Solving these authentic technological problems requires learners to use critical thinking skills and teachers are expected to support learners in this regard. Questions around teachers' perspectives of what constitutes critical thinking and their ability to support the development of critical thinking skills in Technology classrooms are rarely asked. It is in this regard that this study sought to explore Grade 9 Technology teachers' understanding of critical thinking and how they develop critical thinking skills in their classrooms through the use of a mini-Practical Assessment Tasks. The study applied a multiple case study design, in which a literal replication strategy was used to identify consistent patterns of description of the six participants' understanding and enactment of critical thinking in practice. Facione's framework for critical thinking was used to guide the analysis of interview and classroom observational data for various stages of the design process. The participants' understanding of the notion critical thinking brought about four conceptions of critical thinking skills, namely interpretation, analysis, evaluation and inference. The results of the study show that there is a huge discrepancy between what Technology teachers say and what they do in reality, highlighting the difficulty of translating and employing critical thinking skills in the classroom setting. [ABSTRACT FROM AUTHOR]

In this paper, the authors’ collective is presenting a questionnaire, designed and tested by them for the regular evaluation of the educational environment in high schools. It consists of 50 multiple choice questions about quality of learning and relations between school children and teachers. The questionnaire was tested on the students of three high schools in Varna. It was distributed to male and female students of the 9th, 10th and 11th grades. The data set consists of 693 respondents − schoolboys and girls characterized by their answers to 50 questions each one ranked by values from 1 to 5. Non-hierarchical cluster analysis was applied to find patterns of similarity between the questions or between the pupils. The results verified the constructive value of the questionnaire as a method of evaluation of the educational environment in high schools. [ABSTRACT FROM AUTHOR]

This article presents partial results from the master's degree research developed in the Post-Graduation in Education program in Universidade Federal de São Carlos (UFSCar) - Sorocaba Campus. Having as object of study the pedagogical practice of the researcher and three teachers of early childhood education, the research seeked the answer for the following questioning: what perceptions of gender reveal themselves in the pedagogical practices of the early childhood education teachers? To answer such question, the study structured itself in the qualitative perspective and used as data production the construction of narratives (oral and written) starting from photographies of the pedagogical practices of the teachers that participated in the research. The results evidence that the perceptions about genders of the researched teachers in some moments demonstrate to prioritize biological aspects, in others, social ones, however, there is, on their part, the conscious intention to break up with some hegemonic models and to promote practices promoters of gender equity. [ABSTRACT FROM AUTHOR]

This study was carried out with social studies teachers working in Kastamonu city center in 2018-2019 academic year in order to examine teachers' opinions about teaching subjects related to spatial citizenship in social studies course. Qualitative research method was used in the study. The data were collected by using semi-structured interview form with social studies teachers. Teachers were asked 11 open-ended questions prepared by taking expert opinions. Thus, the data were analyzed by Nvivo 11 program which is a qualitative data analysis program. According to the results of the study; social studies teachers perceive the space as a place to live and they consider the knowledge of the place as important in terms of gaining a sense of belonging to the place where they live. It is understood that the teachers interpret the spatial citizenship, the nature of the course and the values and skills in the program and they are aware of the importance of spatial citizenship. Teachers have linked spatial citizenship to people, places and environments learning space, and expressed the ability to use patriotism and space as the value and skill that is most related to spatial citizenship. Teachers also stated that gaining knowledge of spatial citizenship would facilitate their daily life. This study is important to draw attention to the importance of spatial citizenship in social studies. Therefore, in this study, spatial citizenship subject is examined in detail with the opinions of teachers and suggestions are presented regarding the results. [ABSTRACT FROM AUTHOR]

The article discusses how science teachers in the U.S. can create their own assessment strategies by designing summative performance assessments which may be used in their lessons. According to authors, teachers should first select a standardized test question which inspires the assessment. They advises teachers to then divide the question into various features.

The role of the first language (L1) in second language (L2) learning has been widely discussed and researched in the second Language Acquisition (SLA) literature. Benefits of L1 use have been found for vocabulary acquisition, and in facilitating comprehension thereby alleviating student anxiety. Many teachers appear to consider L1 use as a necessary option in L2 pedagogy. Disadvantages of L1 use are argued to be that it reduces exposure to the L2 thereby not enabling more implicit forms of L2 acquisition. Considerably less research has been carried out in English medium instruction (EMI) classrooms, surprisingly, as these are predicated on the benefits of massive exposure to the L2. This study investigated the effect of L1 and L2 use on teacher question types and interaction patterns in science lessons in early EMI and late EMI schools in Hong Kong. Our findings show that in late EMI, where there was much greater use of the L1, teachers tended to use higher order questions and were more interactive. In early EMI, despite students having received four more years of greater exposure to English instruction than late EMI students through the use of English as the vehicular language, teachers asked lower order questions and the interaction was more monologic. The implications for policy and pedagogy are discussed. [ABSTRACT FROM AUTHOR]

In Australia, and internationally, mentoring is proffered as a powerful professional learning experience for both early career teachers (ECTs) and their mentors alike. However, authentically beneficial learning partnerships have proven challenging to achieve. This paper provides a theoretical and practical response to this issue, arguing the criticality of genuine conversations cultivated through balanced, non-hierarchical questioning to position ECTs and mentors as co-learners. Drawing on positioning theory in conjunction with the concept of genuine conversations, the contents of five recorded mentoring conversations involving Australian ECTs and mentors were analysed. These findings have important implications for mentoring practice across educational contexts. • Learning partnerships between early career teachers and mentors are challenging to achieve, regardless of experience. • Innovative use of positioning theory in conjunction with the concept of genuine conversations. • The criticality of genuine conversations cultivated through balanced, non-hierarchical questioning for learning partnerships. [ABSTRACT FROM AUTHOR]

The article aims at demonstrating the importance of field studies in Geography professional training at Universidade Estadual do Paraná (UNESPAR) - Campus de Campo Mourão. The field study consists of an important methodology of teaching and learning, demanding a relevant planning by the teacher: preparation, fulfillment, results and assessment. The methodology of the present reflection was built on bibliographical research in books and scientific journals - more specifically, Boletim Paulista de Geografia, n. 84, 2006, whose thematic is field study. Questionnaires with dissertation and multiple choice questions were applied to students from the 2nd, 3rd, 4th and 5th grade in Geography, and the teachers were given a script followed by interviews that were recorded and after transcribed. Data were charted, resulting in the elaboration of graphics and analysis. We highlight that at UNESPAR the contributions from field studies as a teaching methodology constitutes an important strategy for the development of the teaching-learning process, since it allows the teacher to advance beyond the subjects applied in classroom, widening the comprehension of reality. [ABSTRACT FROM AUTHOR]

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A review of 20 experimental, shared book reading (SBR) interventions using questioning strategies with preschool children was conducted. The studies were analyzed in terms of their quality, focus, and the questioning strategies employed. Although there were few methodological concerns about the studies conducted, treatment fidelity and replicability of the reported interventions are raised as issues needing attention in future research. The impact of questioning strategies on language and pre- literacy skills tended to be a focus of the reported studies, with little investigation of the development of children's thinking skills through questioning, and there were few attempts to analyze children's responses to different types of questioning techniques. Across the reported studies, there was also a lack of consistency around the terminology associated with different kinds of questioning. The article concludes with discussion of implications for the use of questioning techniques in early childhood education practice and argues for research into the impact of different questioning techniques on children's cognitive development. [ABSTRACT FROM AUTHOR]