The effect of questioning teaching for reading literacy on PISA-style questioning of pre-service Turkish language teachers

Questioning is an important method for acquiring skills and abilities that develop in parallel with reading skills. These questions should be suitable for the reading styles encountered in the changing and developing world and the new text types and should be of a nature that requires students to use different skills. However, studies show that the questions asked by Turkish teachers and pre-service Turkish language teachers lack these qualities and training is needed to improve the quality of the questions. In line with this need, training was prepared to improve the skills of pre-service teachers in questioning. It was considered appropriate that the training was designed in accordance with the framework PISA which defines reading as a literacy skill, updates text and question structures in accordance with the skills required by age, and measures students' ability to apply reading in daily life. In this context, the purpose of the study is to test the effect of questioning teaching for reading literacy on PISA-style questioning of pre-service Turkish language teachers. The training was conducted over a period of 7 weeks with a participant group consisting of 55 pre-service Turkish language teachers from 3rd grade. In order to obtain information about both the process and the outcome of the training, an experimental design within mixed methods was used. Accordingly, a performance test was administered before and after the training to determine the effect of the training on question preparation ability. In addition, an interview was conducted to determine participants' opinions about the training and their own development in the training process. The quantitative data collected were analyzed using descriptive statistics, t-test, Wilcoxon signed ranks test, and Cohen's d formula; the qualitative data were analyzed using descriptive analysis and content analysis methods. As a result of the analysis, it was found that after the training, there was a significant increase in the number of PISA-style questions, and there was an increase in the number of questions related to high-level skills and self-efficacy of PISA-style questions. Consequently, questioning teaching for reading literacy was effective in preparing PISA-style questions of pre-service Turkish language teachers. Based on these results, it was suggested that this or similar training should be conducted as in-service or pre-service training. It is expected that the study will contribute to the field in terms of developing material that will improve the PISA-style questioning skills of Turkish teachers and pre-service Turkish language teachers for reading literacy.