PUPIL´S QUESTION IN RELATION TO TEACHER’S INSTRUCTION STRATEGY

Abstract

This Pupils’ questions are considered a crucial condition for the successful start of pupil learning. The ability to formulate pupils’ questions demonstrates the pupils’ are involvement in the teaching process, their motivation to discuss the schoolwork and desire to resolve the problem. The teacher’s dialogue strategy promotes active communication by pupils during teaching and places emphasis on communication between parties involved in the educational process. 5 maths teachers of pupils of the fourth and fifth years, who focus on the dialogue teaching strategy, were included in my pilot research. This concern two novice teachers (with up to two years experience) and three teachers with eight – ten years experience. The research sample was selected. I established which steps the teacher purposefully takes to promote formulation of pupils’ questions by means of a semi-structured interview. The research conclusions demonstrate that the teacher’s intentionally chosen strategy can help the teacher create opportunity for pupils’ questions. The most crucial finding is the information that, according to the teachers, the most important thing is for the teacher to create learning tasks, which mobilise the pupils’ thought processes during the teaching process and the pupil endeavours to name the problem by asking questions. Questions placed in this manner are distinguished by their greater cognitive demands. Compared to previous research, we can state that the active participation of pupils in the teaching process also provides feedback for the teacher and demonstrates the effectiveness of the teacher’s teaching methods.