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Teacher Development
An international journal of teachers' professional development
Volume 17, 2013 - Issue 2
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Articles

Beginning EFL teachers’ beliefs about quality questions and their questioning practices

Ly Ngoc Khanh PhamUniversity of Languages and International Studies, Vietnam National University, Hanoi, Vietnam.
&
M. Obaidul HamidSchool of Education, The University of Queensland, Brisbane, Australia.Correspondence[email protected]
Pages 246-264 | Received 15 Oct 2011, Accepted 23 Nov 2012, Published online: 22 May 2013

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Read on this site (4)

Jeremy Delamarter & Mikayla Lukkasson. (2021) Affective Homogeneity: The Teaching Expectations of Pre-Service Teachers at CCCU Schools. Journal of Research on Christian Education 30:2, pages 160-183.
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Jeremy Delamarter & Katie Wiederholt. (2020) The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expected Impact on their Future Students. Action in Teacher Education 42:2, pages 137-148.
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Carrie R. Giboney Wall. (2016) From student to teacher: changes in preservice teacher educational beliefs throughout the learning-to-teach journey. Teacher Development 20:3, pages 364-379.
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Thomas S.C. Farrell & Vanbupa Mom. (2015) Exploring teacher questions through reflective practice. Reflective Practice 16:6, pages 849-866.
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Articles from other publishers (8)

Nhu Huynh. (2022) Teachers’ Perceptions on Questioning Strategies at Pre-Speaking Stage in EFL Classroom Interaction – A Case of a University of Mekong Delta. International Journal of Language Instruction 1:1, pages 53-64.
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Jui-Teng Li, Fuhui Tong, Beverly J. Irby, Rafael Lara-Alecio & Hector Rivera. (2021) The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis. Language Teaching Research, pages 136216882199413.
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Matti Hiltunen, Sirpa Kärkkäinen & Tuula Keinonen. (2021) Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons. Education Sciences 11:2, pages 87.
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Güler Çetin & Altay Eren. (2018) Turkish prospective teachers’ professional goals, beliefs about the attainability of these goals, identities, and possible selves. Asia Pacific Education Review 20:3, pages 423-447.
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Luísa Ribeiro, Pedro Rosário, Iněs Moreira & Rosário Serrão Cunha. (2019) First-Year Law Students’ and Teacher’s Questioning in Class. Frontiers in Psychology 10.
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Andrea Gelfuso. (2018) “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction. Teaching and Teacher Education 74, pages 10-20.
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Hilary Dack. (2018) Structuring teacher candidate learning about differentiated instruction through coursework. Teaching and Teacher Education 69, pages 62-74.
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Alex Wang, Ching Sing Chai & Salleh Hairon. (2016) Exploring the impact of teacher experience on questioning techniques in a Knowledge Building classroom. Journal of Computers in Education 4:1, pages 27-42.
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