DEVELOPING NOVICE TEACHERS' ORAL-QUESTIONING SKILLS

Authors

  • Edwin G. Ralph University of Saskatchewan

Abstract

ABSTRACT. This study investigated the development of teacher-interns' (n=70) oral-questioning skills during their 16-week extended-practicum. Results indicated that although their initial skill-level of oral questioning was relatively high, they showed improvement over the period. The benefits of using a supervisory approach to enhance this development are described, and questions for further research are raised. RÉSUMÉ. Cette étude porte sur le perfectionnement des techniques d'interrogation orale de professeurs stagiaires (n=70) au cours d'un stage pratique prolongé de 16 semaines. Les résultats révèlent que même si le niveau de leurs techniques initiales d'interrogation orale était déjà relativement élevé, il s'est amélioré au cours des 16 semaines. L'auteur décrit les avantages d'une méthode d'encadrement pour améliorer ces résultats et soulève des questions méritant des recherches plus fouillées.

Author Biography

Edwin G. Ralph, University of Saskatchewan

EDWIN G. RALPH is Professor in the Department of Curriculum Studies, College of Education, at the University of Saskatchewan. He is involved in teacher development and in the supervision of instruction, K-16. EDWIN G. RALPH est professeur au département d'études sur les programmes au College of Education de l'Université de la Saskatchewan. Il s'occupe de perfectionnement des professeurs et d'encadrement de l'enseignement du niveau préscolaire jusqu'à la 16e année.

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Published

1999-01-01

How to Cite

Ralph, E. G. (1999). DEVELOPING NOVICE TEACHERS’ ORAL-QUESTIONING SKILLS. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 34(001). Retrieved from https://mje.mcgill.ca/article/view/8458

Issue

Vol. 34 No. 001 (1999)

Section

Articles

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