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Title: The anxiety of whole class teacher questioning for primary pupils
Author: Anderson, Julie Ann
Awarding Body: Sheffield Hallam University
Current Institution: Sheffield Hallam University
Date of Award: 2005
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The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a "greater emphasis on whole class work" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the light of empirical data gathered principally in a Year 4 primary classroom during 1999 - 2000, this research aimed to explore further the emotional response of pupils at times of whole class teacher questioning, with a particular focus on lessons of literacy and numeracy. In line with more recent educational research in schools, a key aim was that the main voices emerging from the data would be the children's own. There was therefore a strong emphasis on observation of their responses in whole class work, pupil interviews and associated pupil focused data. Drawing on this, I argue that there is evidence that numbers of pupils experience feelings during whole class teacher questioning that may impact on their identity as learners and lead to their employing coping strategies that may be detrimental to their education.
Supervisor: Anderson, John Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available