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The influence of primary school teachers’ mindset and self-efficacy on the amount of higher order questions they ask to students.

Schutte, P.E. (2020) The influence of primary school teachers’ mindset and self-efficacy on the amount of higher order questions they ask to students.

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Abstract:In order to prepare students for their future, students should be equipped with cognitive skills that entail more than only fact recalling. These cognitive skills are often referred to as higher order thinking skills. Previous research indicates that many teachers find it difficult to implement higher order thinking in their teaching practice. One way for teachers to stimulate this is by asking questions to students. This study investigated the influence of teachers’ mindset and self-efficacy on the amount of higher order questions they ask. 18 participating primary school teachers were observed. The questions they asked to their students were categorized as lower or higher order questions. Results showed that teachers asked mainly lower order questions. Due to very few higher order questions being asked and very little variation in mindset and self-efficacy scores, expected relationships were not found. Nevertheless, a negative correlation was found between teachers’ mindset score on intelligence (which is a subcategory of the mindset instrument) and questions that invited students to remember, indicating the possible influence of mindset on the types of questions that teachers ask. Most teachers were familiar with higher order thinking, but barely brought it into practice. Practical implications are included in this paper.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/80920
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