In Sternberg (1995)’s research, he put forward three characteristics of expert teacher. (1) Professional knowledge. The expert teacher may use more knowledge and strategies in the process of teaching. (2) High efficiency. The expert teacher has high efficiency in solving teaching problems in practice. (3) Cute insight and creativity of teaching.
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Chapter III Research Methodology ............................ 23
3.1 Research questions ............................... 23
3.2 Research subjects .............................. 23
3.3 Research instruments ............................. 24
Chapter IV Results and Discussions ............. 28
4.1 Similarities and differences of classroom questioning between novice and expert teachers ........................ 28
4.1.1 Questioning type ..................... 28
4.1.2 Questioning strategy .......................... 32
Chapter V Conclusion ...................................... 50
5.1 Major findings ............................. 50
5.2 Implications for classroom questioning in junior high school English reading teaching ................... 52
Chapter IV Results and Discussions
4.1 Similarities and differences of classroom questioning between novice and expert teachers
With the reference of classroom observation scale, the author observed eight English reading classes delivered by the two novice teachers and two expert teachers. In this part, the author analyzes the similarities and differences of classroom questioning between novice and expert teachers from the following aspects: questioning types, questioning strategies, answering ways, wait time and teacher’s feedback.
4.1.1 Questioning type
4.1.1.1 The general analysis of questioning types.
Long & Sato (1983) classified questions into two types, including display questions and referential questions. Display question aims to check the students’ understanding and memorizing of fixed concepts and the language points, while referential question aims to seek communicative information. The results are shown in Table 4.1.
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Chapter V Conclusion
5.1 Major findings
This study is aimed to find out the similarities and differences of classroom questioning between novice and expert teachers in English reading teaching from five aspects: questioning types, questioning strategies, answering ways, wait time and teacher’s feedback. Three research questions are put forward and the main findings are based on the classroom observation, students’ questionnaires and interviews. The major findings of this study are as follows:
1. As shown in the results of classroom observation, the novice teachers and expert teachers share similarities in classroom questioning. Firstly, both expert and novice teachers attach great importance to the classroom questioning. Secondly, both of them ask more display questions than referential questions in reading class. Besides, both of them can use different questioning strategies in the classroom questioning. Moreover, both of them do not give enough wait time for students when they answer questions, and they usually give&nb
