Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education
This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students...
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Taylor & Francis Group
2021
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oai:doaj.org-article:333cb2c24b9d49d98a8ed5e44bae83382021-11-26T11:19:49ZTeachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education2000-450810.1080/20004508.2021.1985247https://doaj.org/article/333cb2c24b9d49d98a8ed5e44bae83382021-11-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1985247https://doaj.org/toc/2000-4508This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from four schools and an examination of whole-class teaching in 32 language arts lessons. The results show that the teacher practice of asking open questions has one core function – classroom management. The teachers also ask open questions that are more subject specific, and the material covers writing activities and orthography and grammar instruction. The functions of open questions are quite similar in the two data sets. This may indicate that the teachers’ open questions mediate an understanding of school culture and the values of the subject to the students, here how writing activities and grammar instruction should be interpreted. This article argues that we should go further than merely differentiating between open and closed questions and investigate the functions of open questions in the classroom.Ingvill Krogstad SvanesEmilia Andersson-BakkenTaylor & Francis Grouparticleteacher questionsopen questionswhole-class teachingmediating toolEducation (General)L7-991ENEducation Inquiry, Vol 0, Iss 0, Pp 1-20 (2021) |
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DOAJ |
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DOAJ |
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EN |
| topic |
teacher questions open questions whole-class teaching mediating tool Education (General) L7-991 |
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teacher questions open questions whole-class teaching mediating tool Education (General) L7-991 Ingvill Krogstad Svanes Emilia Andersson-Bakken Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| description |
This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from four schools and an examination of whole-class teaching in 32 language arts lessons. The results show that the teacher practice of asking open questions has one core function – classroom management. The teachers also ask open questions that are more subject specific, and the material covers writing activities and orthography and grammar instruction. The functions of open questions are quite similar in the two data sets. This may indicate that the teachers’ open questions mediate an understanding of school culture and the values of the subject to the students, here how writing activities and grammar instruction should be interpreted. This article argues that we should go further than merely differentiating between open and closed questions and investigate the functions of open questions in the classroom. |
| format |
article |
| author |
Ingvill Krogstad Svanes Emilia Andersson-Bakken |
| author_facet |
Ingvill Krogstad Svanes Emilia Andersson-Bakken |
| author_sort |
Ingvill Krogstad Svanes |
| title |
Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| title_short |
Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| title_full |
Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| title_fullStr |
Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| title_full_unstemmed |
Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| title_sort |
teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education |
| publisher |
Taylor & Francis Group |
| publishDate |
2021 |
| url |
https://doaj.org/article/333cb2c24b9d49d98a8ed5e44bae8338 |
| work_keys_str_mv |
AT ingvillkrogstadsvanes teachersuseofopenquestionsinvestigatingthevariousfunctionsofopenquestionsasamediatingtoolinearlyliteracyeducation AT emiliaanderssonbakken teachersuseofopenquestionsinvestigatingthevariousfunctionsofopenquestionsasamediatingtoolinearlyliteracyeducation |
| _version_ |
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