Investigation of Preeschool Teachers' Questioning' Types
Investigation of Preeschool Teachers' Questioning' Types

Summary/Abstract: This study is a discourse analysis in the context of early childhood education. The aim of the study is to detect the preschool teacher’s questioning typologies in the classroom. To put it differently, discourse-cognition relations were plumbed in the context of learning and teaching in the period of early childhood. The participants are a preschool teacher and 15 students. As part of this study, the teacher’s questioning typologies during in-class discourses were determined. The subjects of the in-class discourses which were video-recorded were specified beforehand. The data were analysed theory-based and data-tendency coding catalogues. The data which obtained by recorder were analysed thorough specific coding catalogues (in seconds or minutes). Then the teacher’s questioning typologies were proportioned so as to make inter-implementation comparisons. The teacher applied to seven higher categories of questioning: “communicating”, “monitoring”, “evaluating”, “challenging”, “seeking for evidence”, observations-comparison- prompting to prediction”, “prompting to concluding/ inferencing”. It was determined that communicative questioning typology was used more than the other categories) that required high cognitive demand. From this point of view, the teacher’s questioning in class is mostly lower level (comprehension, remembering). It is aimed that the obtained evidence of teacher’s questioning will contribute significantly to the vocational education actions.

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