STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES

Despite being of crucial importance (Thompson, 1996; Brook, 2006), questioning techniques are paid inadequate attention to in many teacher education training courses (Darn and Izmir, 2010). Hence, student-teachers are probably hardly guided in forming reasonable beliefs about questioning techniques...

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Main Author: Lê, Quỳnh Hoa
Other Authors: Trần, Thị Quỳnh Lê
Format: Final Year Project
Language:English
Published: 2021
Subjects:
Online Access:http://repository.vnu.edu.vn/handle/VNU_123/100765
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Institution: Vietnam National University, Hanoi
Language: English
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spelling oai:112.137.131.14:VNU_123-1007652021-01-04T08:50:23Z STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES Lê, Quỳnh Hoa Trần, Thị Quỳnh Lê ĐHQGHN - Đại học Ngoại Ngữ Kỹ thuật đặt câu hỏi Kỹ thuật hỏi Despite being of crucial importance (Thompson, 1996; Brook, 2006), questioning techniques are paid inadequate attention to in many teacher education training courses (Darn and Izmir, 2010). Hence, student-teachers are probably hardly guided in forming reasonable beliefs about questioning techniques and in translating their beliefs into practices. In the meantime, as claimed by Howitz (1985 cited in Canh 2011), “a systematic assessment of the beliefs held by pre-service teachers should be the first step in their development as foreign language teachers” (p. 333). Seeing the lack of formal training in these critical techniques and the significance of understanding preservice teachers‟ beliefs in their novice practices, the researcher sets out to investigate student-teachers‟ beliefs in correlation with their practices of questioning techniques. The study is conducted during the participants‟ 2012 practicum at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Hanoi, when they have their first formal teaching practice in the real classroom. By completing the study, the researcher also attempts to bridge the gap in the existing literature about the subject matter. The findings of the study show that student teachers‟ beliefs are both similar and dissimilar to their practices, while their practices do not always conform to the recommendations in the literature. From the findings, the study suggests a number of possible reasons for this correspondence and offers implications for both student-teachers and supervisor teachers regarding the subject matter 2021-01-04T08:34:14Z 2021-01-04T08:34:14Z 2012 Final Year Project (FYP) http://repository.vnu.edu.vn/handle/VNU_123/100765 en 71 p. application/pdf
institution Vietnam National University, Hanoi
building VNU Library & Information Center
continent Asia
country Vietnam
Vietnam
content_provider VNU Library and Information Center
collection VNU Digital Repository
language English
topic Kỹ thuật đặt câu hỏi
Kỹ thuật hỏi
spellingShingle Kỹ thuật đặt câu hỏi
Kỹ thuật hỏi
Lê, Quỳnh Hoa
STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES
description Despite being of crucial importance (Thompson, 1996; Brook, 2006), questioning techniques are paid inadequate attention to in many teacher education training courses (Darn and Izmir, 2010). Hence, student-teachers are probably hardly guided in forming reasonable beliefs about questioning techniques and in translating their beliefs into practices. In the meantime, as claimed by Howitz (1985 cited in Canh 2011), “a systematic assessment of the beliefs held by pre-service teachers should be the first step in their development as foreign language teachers” (p. 333). Seeing the lack of formal training in these critical techniques and the significance of understanding preservice teachers‟ beliefs in their novice practices, the researcher sets out to investigate student-teachers‟ beliefs in correlation with their practices of questioning techniques. The study is conducted during the participants‟ 2012 practicum at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University, Hanoi, when they have their first formal teaching practice in the real classroom. By completing the study, the researcher also attempts to bridge the gap in the existing literature about the subject matter. The findings of the study show that student teachers‟ beliefs are both similar and dissimilar to their practices, while their practices do not always conform to the recommendations in the literature. From the findings, the study suggests a number of possible reasons for this correspondence and offers implications for both student-teachers and supervisor teachers regarding the subject matter
author2 Trần, Thị Quỳnh Lê
author_facet Trần, Thị Quỳnh Lê
Lê, Quỳnh Hoa
format Final Year Project
author Lê, Quỳnh Hoa
author_sort Lê, Quỳnh Hoa
title STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES
title_short STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES
title_full STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES
title_fullStr STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES
title_full_unstemmed STUDENT-TEACHERS’ BELIEFS AND PRACTICES OF THE QUESTIONING TECHNIQUES
title_sort student-teachers’ beliefs and practices of the questioning techniques
publishDate 2021
url http://repository.vnu.edu.vn/handle/VNU_123/100765
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