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Title: A study of the training of student-teachers in questioning techniques and its effect on the creative thinking of junior school children
Author: Morgan, E. B. E.
Awarding Body: University College of Swansea
Current Institution: Swansea University
Date of Award: 1988
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This study was concerned with the pre-service training of teachers. In particular, two questions were addressed: (i) Could teachers be trained in techniques of questioning? (ii) Would the increased use of higher-order questions enhance creativity in pupils? First, two experimental groups of student-teachers received training in questioning by means of either microteaching (N = 14) or protocol materials (N = 14). A control group (N = 20) received no specific training. The mean post-test scores on questioning techniques for both experimental groups were significantly higher than that of the control group. Secondly, the students of both experimental groups undertook a teaching practice of six weeks in junior school classes. Pupils were assessed on creative thinking at the start and at the end of the teaching practice (Torrance Tests of Creative Thinking, Verbal Forms A and B). Transcripts of 30-minute discussion lessons were used to categorise student-teachers' oral questions, and an analysis of the classroom tests given by them provided data on the extent and type of written questions posed during the teaching practice. Changes in the mean creative thinking scores of each class of pupils were related to (a) mode of student-teacher training: microteaching or protocol materials, (b) use of higher-order oral questions, (c) use of higher-order written questions, and (d) student-teachers' creative thinking scores. Those classes with significant mean gains in creative thinking scores did not appear to be accounted for by a significant difference in favour of either mode of student-teacher training, or incidence of higher-order oral or written questions. In the significant gain classes, however, student-techer originality and (to a lesser degree) total creative thinking scores were significantly superior to those of student-teachers with non-significant gain classes. Conclusions are drawn from these findings, and possible implications for pre-service teacher education are suggested and discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available