Questioning the Questioning Skills of Preservice Elementary Teachers

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dc.contributor.authorYang, Shuling
dc.contributor.authorMickey, Diane
dc.contributor.authorAppleget, Carin
dc.date.accessioned2024-10-01T18:05:21Z
dc.date.available2024-10-01T18:05:21Z
dc.date.issued2022-10-01
dc.description.abstractThe literacy educators collaboratively designed an interactive read-aloud assignment to explore elementary preservice teachers’ (PSTs) questioning skills. Following the Gradual Release of Responsibility framework, the PSTs worked with small groups and whole group to complete indepth analysis of their conversations before, during, and after the read aloud with the elementary students. Overall, the PSTs’ reflections indicated that this read-aloud assignment highlighted the complexity of questioning in ways they had not previously considered and they valued the opportunities to refine their questioning skills in authentic settings. We came to the conclusion that PSTs need explicit instruction on questioning.
dc.description.urihttps://dc.etsu.edu/etsu-works-2/789
dc.format.extent18 pages
dc.genrejournal articles
dc.identifierdoi:10.13016/m26qse-qkvk
dc.identifier.citationYang, Shuling, Diane Mickey, and Carin Appleget. “Questioning the Questioning Skills of Preservice Elementary Teachers.” ETSU Faculty Works 7, no. 2 (October 1, 2022): 58–75. https://dc.etsu.edu/etsu-works-2/789
dc.identifier.urihttp://hdl.handle.net/11603/36562
dc.language.isoen_US
dc.publisherEast Tennessee State University
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Education Department
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.titleQuestioning the Questioning Skills of Preservice Elementary Teachers
dc.typeText
dcterms.creatorhttps://orcid.org/0000-0002-4813-3406

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