Pre-service teachers’ thoughts about teachers’ questions in effective teaching process

Abstract

This study mainly purposes to investigate pre-service teachers’ thoughts about teachers’
questions in effective teaching context. In order to investigate this, a descriptive study through survey was
used as research approach. 113 pre-service teachers were the participants of the study and they were given
a questionnaire including both closed-ended and open-ended questions. Data based on closed questions
were analyzed statistically whereas data based on open-ended question was analyzed through content
analyses. Mainly, the results of the study indicated that evaluation of learning is very important facility of
questioning according to pre-service teachers. In addition, subject knowledge was the most stated factor
which affects questioning and motivating students was the most common pointed reason of the preservice teachers to use questioning.