Teacher Questioning Practices over a Sequence of Consecutive Lessons: A Case Study of Two Mathematics Teachers
This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to e...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2018-12-01
|
| Series: | Sustainability |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2071-1050/11/1/139 |