PROGRESSION OF QUESTIONING SKILLS OF PRESERVICE ENGLISH LANGUAGE TEACHERS IN PRACTICUM: A STUDY ON REVISED BLOOM'S TAXONOMY


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Tuncer H. , Özkan Y. , Bada E.

LILA '21 / VIII. International Linguistics and Language Studies Conference- DAKAM, İstanbul, Türkiye, 16 Nisan 2021, ss.18-29

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.18-29

Özet

Following a primarily three-year theoretical education in their departments, prospective language teachers

spend much of their fourth year of academic life in host schools where they practice most of what they have

gained in their previous three-year tertiary program. Every individual goes to those schools with their

preset paradigms and parameters all acquired during their former schooling years, including their higher

education and the teachers they have had, and the education system they were exposed to at their early

ages. When these all-grown-up individuals end up in their host schools, the experience they are to gain is

of immense value since they will subsequently continue to transfer their gains from it to their actual

teaching profession when they are appointed to ministry schools as practitioners of English language

teachers. Within this frame, the researchers aimed to investigate pre-service teachers' questions in terms

of knowledge and cognitive dimensions. Unearthing the themes of the questions was also within the scope

of the study. The participants consisted of ten pre-service English language teachers enrolled at Çukurova

University. The data was elicited from the participants' weekly reflection papers -their self-posed

questions- concerning their practicum process within the first term of 2019-2020 Academic Year. Based

on the participants' engagement sessions in an authentic classroom atmosphere, the pre-service teachers

following each session, expressed their questions by writing to their supervisors. Researchers conducted

an interview session right after each question collection phase to scrutinize the questions' nature and

content. The study was analyzed qualitatively within Bloom's Revised Taxonomy (Anderson & Krathwohl,

2001) and Thematic Analysis. Most beneficiaries from this research outcome are thought to be the preservice

teachers themselves, mentors, and supervisors. The findings are expected to shed significant light

on the language teaching profession and all relevant parties such as students, language teachers, and

administrators.