Purpose:This study explores prospective classroom teacher(PCT)question types and their role in initiating productive student-led talk.Design/Approach/Methods:This study is a naturalistic inquiry focusing on the struct...Purpose:This study explores prospective classroom teacher(PCT)question types and their role in initiating productive student-led talk.Design/Approach/Methods:This study is a naturalistic inquiry focusing on the structure,nature,and productivity of PCT questions using data collected from 24 fourth-grade(exit-level)PCTs.Video-based data were analyzed via systematic observation.Findings:This study identified nine types of teacher questions.Of these,six types—namely,com-municating,monitoring-framing,critiquing,legitimating,evidencing,and modelingwere explicitly related to productive classroom talk indicators.While the remaining three question types-observe-compare-predict,concluding and naming,and maintainingcontributed to the variation in PCT questions,they were not directly linked to the indicators of talk productivity.Moreover,the critiquing,legitimating,and modeling questions expected to foster talk productivity were sel-dom asked,with classroom discourse dominated by communicating questions.Originality/Value:The literature has yet to observe and systematically analyze the productivity of PCTs'in-class questions.In addressing this gap,this study presents a wide-ranging and qualita-tively oriented coding catalogue to identify several aspects of academically productive classroom discourse that can be triggered and maintained by PCTs'questioning behaviors.展开更多
文摘Purpose:This study explores prospective classroom teacher(PCT)question types and their role in initiating productive student-led talk.Design/Approach/Methods:This study is a naturalistic inquiry focusing on the structure,nature,and productivity of PCT questions using data collected from 24 fourth-grade(exit-level)PCTs.Video-based data were analyzed via systematic observation.Findings:This study identified nine types of teacher questions.Of these,six types—namely,com-municating,monitoring-framing,critiquing,legitimating,evidencing,and modelingwere explicitly related to productive classroom talk indicators.While the remaining three question types-observe-compare-predict,concluding and naming,and maintainingcontributed to the variation in PCT questions,they were not directly linked to the indicators of talk productivity.Moreover,the critiquing,legitimating,and modeling questions expected to foster talk productivity were sel-dom asked,with classroom discourse dominated by communicating questions.Originality/Value:The literature has yet to observe and systematically analyze the productivity of PCTs'in-class questions.In addressing this gap,this study presents a wide-ranging and qualita-tively oriented coding catalogue to identify several aspects of academically productive classroom discourse that can be triggered and maintained by PCTs'questioning behaviors.
