Developing Teachers' Questioning Skills: The Efficacy of Delayed Feedback
Mots-clés :
teacher feedback, professional development, classroom interaction, instructional improvementRésumé
L'étude a cherché à déterminer si les professeurs en recyclage changent leur façon de formuler les questions après avoir appris à classifier les questions selon des catégories où les objectifs sont bien définis et quand le feedback sur les questions posées est immédiat. Des classificateurs bien entraînés ont codifié et classifié les questions posées par vingt professeurs en recyclage durant une heure de cours, en une catégorie affective et six catégories cognitives. L'observation s'est échelonnée sur une durée de quatre cours : durant une période de base pour maîtriser les catégories, une seconde qui a suivi immédiatement cette maîtrise, une durant le feedback, et enfin une dernière au terme du feedback. Les différences concernant le genre de questions et la répartition de ces questions ont été soigneusement notées durant ces quatre heures de cours.
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