'I Wonder What You Know…': Teachers Designing Requests for Factual Information

Autor/in	Houen, Sandy
Titel	'I Wonder What You Know…': Teachers Designing Requests for Factual Information
Quelle	(2014), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Questioning Techniques; Teacher Student Relationship; Preschool Children; Preschool Teachers; Classroom Communication; Student Reaction; Australia + Suchen Sie Ihr Suchwort? Ausland; Befragungstechnik; Fragetechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Klassengespräch; Schülerkritik; Australien
Abstract	The early years are significant in optimising children's educational, emotional and social outcomes and have become a major international policy priority. Within Australia, policy levers have prioritised early childhood education, with a focus on program quality, as it is associated with lifelong success. Longitudinal studies have found that high quality teacher-child interactions are an essential element of high quality programs, and teacher questioning is one aspect of teacher-child interactions that has been attributed to affecting program quality. Open ended questioning is linked to higher cognitive achievement, however teachers overwhelmingly ask more closed than open questions. In the classroom, like everyday interaction, questions in interaction require answers. Teachers use questions to set agendas and manage lessons, and to gauge students' knowledge and understanding. Drawing on data from the Australian Research Council project "Interacting with Knowledge: Interacting with people: Web searching in early childhood," this paper focuses on an extended sequence of talk between a teacher with two students aged between 3.5 and 5 years in a preschool classroom as participants search for images on the Web. Ethnomethodological and conversation analysis approaches examine how the teacher designs her interactions to prompt children's displays of factual knowledge, and how the design of factual questions affect a student's response in terms of what and how they respond. In focusing on how the teacher designs factual questions and how children respond to these questions it shows that question design can close down a student's reply; or elicit a range of answers, from one word to extended more detailed responses. Understanding how the design of teachers' questions can influence students' responses has pedagogic implications and may support educators to make intentional decisions regarding their own questioning techniques. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01