Source: European Journal of Teacher Education, Volume 36, Issue 1, 2013, pages 39-54.
This study explored trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions.
Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey.
Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge.
The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching.
The article concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees.