Exploring the differences between experienced and novice teachers in terms of their questioning techniques

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dc.contributor.authorBoukalmouna, Samia
dc.contributor.authorBenmeddour, Sara
dc.contributor.authorHamada, Hacene
dc.date.accessioned2021-11-08T03:53:42Z
dc.date.available2021-11-08T03:53:42Z
dc.date.issued2021
dc.description.abstractThis research is an attempt to compare experienced and novice teachers' teaching performances. The study focused on comparing the use of questioning techniques by experienced and novice teachers in terms of number, question types, wait-time, feedback and strategies with non-responding learners. The ultimate goal of this research is to see the impact of experience on teachers' questioning techniques. In order to achieve the aforementioned aim, a quantitative qualitative study has been conducted on experienced and novice teachers who have been observed across a variety of lessons such as grammar, writing, and reading at Ghorab Aissa and Bouhali Mohammed Said secondary schools. In the observation process, a structured checklist about questioning behaviors has been used and filled by the researchers. The lessons have been also audiotaped in order to calculate the wait-time. In addition, questionnaires have been designed and administered to 10 teachers (5 experienced and 5 novices) and to 100 secondary school pupils as well. The results have shown that experience has a significant influence on teachers' use of questions during the lesson progression. The findings revealed that the experienced and the novice teachers have some differences and similarities. The analysis and comparison of both teachers' data resulted in the conclusion that the experienced teachers use more effective questioning techniques than the novice ones during lesson presentation.ar
dc.identifier.urihttp://hdl.handle.net/123456789/11575
dc.language.isoenar
dc.publisherUniversité Oum El Bouaghiar
dc.subjectNovice teacherar
dc.subjectExperienced teacherar
dc.subjectQuestioning techniquear
dc.subjectWait-timear
dc.titleExploring the differences between experienced and novice teachers in terms of their questioning techniquesar
dc.title.alternativecase study of some algerian secondary schoolsar
dc.typeOtherar
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