Examination development of pre-service mathematics teachers' questioning behaviours: A lesson study

The aim of this study is to examine the development of questioning behaviours of pre-service teachers during lesson study. It is addressed with the dimensions of questioning, orientation of learning, using the knowledge, examining answer of student, encouraging students and adaptation of questions. The participants of this case study consisted of the study group of the lesson study practices (4 pre-service teachers) and comparison group (4 pre-service teachers) out of the lesson study practices. In this research implemented as part of Teaching Practice Course, studies with the study group were carried on for 11 weeks and total 8 lesson study loops were implemented. In the comparison group implementing the lessons in accordance with Teaching Practice Course, however, the lessons were only observed without any interferences. In order to display the effect of lesson study on the questioning behaviour of the study group pre-service teachers, firstly the development of these behaviours in terms of sub-indicators were compared in pre-lesson study, during lesson study and post-lesson study periods, then in order to display the effect of lesson study on the development in process; the questioning behaviours of the study and comparison group pre-service teachers were compared. As data collection tools, observation chart, interviews, pre-service teacher diaries, lesson plans and research field notes were used. At the end of the study, it is understood, that lesson study contributes developing most of the questioning behaviours but that it doesn't contribute much for some of them. It is observed that during the process, the most distinctive change happened in the behaviours of reasoning, using alternative approaches, probing, guiding and elaboration of answers. In addition, in the process it is displayed that pre-service teachers had differences in some behaviours in terms of using quality and sub-indicators. Consequently, it can be said that lesson study contributes to vocational development of pre-service teachers in terms of transforming theoretical knowledge to practice in the development of questioning behaviours. In this regard, the integration of lesson study practices to Teaching Practice Courses is advised.