Teacher Knowledge and Questioning in Classroom Talk about Text

Autor/in	Troyer, Margaret
Titel	Teacher Knowledge and Questioning in Classroom Talk about Text
Quelle	In: Literacy Research and Instruction, 62 (2023) 2, S.101-126 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Troyer, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2074328
Schlagwörter	Discussion (Teaching Technique); Literacy; Elementary School Teachers; Grade 6; Knowledge Level; Reading Instruction; Questioning Techniques; Knowledge Base for Teaching; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Wissensbasis; Leseunterricht; Befragungstechnik; Fragetechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtserfolg
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01