Academy Journal of Educational Sciences

Yazarlar: Kübra DEMİR, Yilmaz SOYSAL

Konular:Eğitim, Eğitim Araştırmaları

DOI:10.31805/acjes.752805

Anahtar Kelimeler:Early Childhood Education,Teacher Questions,Teacher Noticing,Discourse Analysis

Özet: The purpose of the current study was to explore the questions staged by an early childhood teacher during in-class teaching processes by a contextual and implementation-based manner. The participants of the study were an early childhood educator and 16 children (60-72 months). In-class implementations were video-recorded and analysed through systematic observation approach as a branch of sociocultural discourse analysis. Through a data-based and theoryladen coding catalogue (Teacher Questions Coding Catalogue), teacher-led questions were labelled in seconds and/or minutes intervals. The discursive functions of the teacher-led questions were gathered around seven categories and 28 sub-categories: communicating questions, monitoring (framing) questions, legitimating questions, challenging questions, evidencing questions, observe-compare-predict questions, and inferencing (deducing) questions. In addition, it was observed that the typologies and proportions of the enacted questions were moderately or substantially affected by the differences between the students' everyday social languages that were brought to the classroom environment by the learners and the social language of the school science that the teacher tried to take the pupils. It was also concluded thematically-oriented specifications of the contents under negotiation during the in-class implementations seemed to change the types and proportions of the teacher-led questions. Various educational recommendations were offered for the professional development of preschool teachers, especially in the context of teacher noticing.

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