Oliveira, A. W. (2010). Improving teacher questioning in science inquiry discussion through professional development. Journal of Research in Science Teaching, 47, 422- 453.
The purpose of this study was to examine elementary school teachers’ questioning practices during science instruction. Teacher practices were examined pre- and post-participation in a summer institute where participants learned about inquiry-based teacher questioning and engaged in discourse analysis. Results indicate that after the summer institute, teachers’ referential questions were twice as frequent as they were before participation, and teacher questions prompted longer and more developed student responses and better supported higher level thinking skills. Oliveira concludes with implications for teacher development and practice.
Action for Learning, Professional Development, Reciprocal Feedback