What Questions Are We Asking in the Contemporary Children's Literature Classroom?

Autor/in	Abdul Aziz, Fazhuda
Titel	What Questions Are We Asking in the Contemporary Children's Literature Classroom?
Quelle	In: Advances in Language and Literary Studies, 3 (2012) 1, S.24-38 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Childrens Literature; Preservice Teachers; Computer Software; Case Studies; Teacher Education; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Video Technology; Student Attitudes; Secondary School Teachers; Critical Thinking; Creativity; Foreign Countries; Interviews; Qualitative Research; Elementary School Teachers; Inferences; Lesson Plans; Observation; Malaysia + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kritisches Denken; Kreativität; Ausland; Interviewing; Interviewtechnik; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inference; Inferenz; Lesson planning; Unterrichtsplanung; Beobachtung
Abstract	This case study of four B.Ed TESL Overseas Link Degree trainee teachers was undertaken with the intention of discovering what goes on in the classroom in terms of the trainee teachers' classroom interactions in relation to their questioning techniques and responses. This is looked at how much of thinking is being encouraged and how much of the learners' affective domain is being tapped through the teachers' questionings and responses during the Contemporary Children's Literature (CCL) lesson. Three methods of data collection; verbatim transcriptions of the video recorded observation of the respondents' lessons, interviews with the respondents and the respondents' reflections of the observed lesson were analysed and managed using NVivo 2.0, a qualitative data analysis software package. The findings show that the trainee teachers questions and responses in the CCL classroom falls under five categories closed/display, inferential. open/referential. affective and other non- related questions and responses. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01