Infant educators’ use of pedagogical questioning : Relationships with the context of interaction and educators’ qualifications
Journal article
Degotardi, Sheila, Torr, Jane and Han, Feifei. (2018). Infant educators’ use of pedagogical questioning : Relationships with the context of interaction and educators’ qualifications. Early Education and Development. 29(8), pp. 1004-1018. https://doi.org/10.1080/10409289.2018.1499000
| Authors | Degotardi, Sheila, Torr, Jane and Han, Feifei |
|---|---|
| Abstract | Research Findings: This study investigated the prevalence of pedagogical questions posed by 27 early childhood educators as they interacted with infants in each of two naturally-occurring contexts: book-focused interactions and educator mediated play. The pedagogical questions expressed by educators to infants were coded as confirm (yes/no), specify (what, who, where, when) or explain (why, how) on the basis that these question types present infants with different opportunities to use their developing communication skills to provide information to others. We sought to determine associations between question use, activity context and educators’ qualification levels. Explain questions were used very rarely, while confirm and specify questions were more frequent, comprising 7.60% and 8.32% respectively of the messages expressed by educators to infants. A 2 (activity context) × 2 (qualification level) mixed factorial MANOVA, supplemented with post-hoc qualitative analyses, demonstrated that, in specific activity contexts, degree qualified early childhood teachers used pedagogical questioning in ways which differed from their less-qualified counterparts. Practice or policy: The findings provide much needed data on how educator questioning is used with children under two, how questioning affords context-specific language learning opportunities for infants in ECEC centres, and how educator qualifications may be implicated in these opportunities. |
| Year | 2018 |
| Journal | Early Education and Development |
| Journal citation | 29 (8), pp. 1004-1018 |
| Publisher | Routledge |
| ISSN | 1040-9289 |
| Digital Object Identifier (DOI) | https://doi.org/10.1080/10409289.2018.1499000 |
| Scopus EID | 2-s2.0-85050663984 |
| Open access | Published as green open access |
| Research or scholarly | Research |
| Page range | 1004-1018 |
| Author's accepted manuscript | License File Access Level Open |
| Publisher's version | License All rights reserved File Access Level Controlled |
| Output status | Published |
| Publication dates | |
| Online | 25 Jul 2018 |
| Publication process dates | |
| Deposited | 02 Aug 2022 |
Permalink -
https://acuresearchbank.acu.edu.au/item/8y0x4/infant-educators-use-of-pedagogical-questioning-relationships-with-the-context-of-interaction-and-educators-qualifications
Download files
Author's accepted manuscript
| AM_Degotardi_2018_Infant_educators_use_of_pedagogical_questioning.pdf | |
| License: CC BY-NC-ND 4.0 | |
| File access level: Open | |
Restricted files
Publisher's version
(1 files)
77
total views77
total downloads2
views this month2
downloads this month
Export as
Related outputs
A step-by-step guide on how NOT to get published in a high-impact educational technology journal
Lodge, Jason M., Corrin, Linda, Huijser, Henk and Han, Feifei. (2024). A step-by-step guide on how NOT to get published in a high-impact educational technology journal. Australasian Journal of Educational Technology. 40(1), pp. 1-5. https://doi.org/10.14742/ajet.9492Self-assessed Online Listening Tests as an OER : The Senior English Educators’ Perspectives Based on UTAUT Model
Mah, Boon Yih and Han, Feifei. (2023). Self-assessed Online Listening Tests as an OER : The Senior English Educators’ Perspectives Based on UTAUT Model. International Journal of Information and Education Technology. 13(7), pp. 1135-1141. https://doi.org/10.18178/ijiet.2023.13.7.1914Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses : How does it influence students’ academic learning outcomes?
Han, Feifei. (2023). Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses : How does it influence students’ academic learning outcomes? PLoS One. 18, pp. 1-13. https://doi.org/10.1371/journal.pone.0286549Learning experience of domestic and international students in blended courses : An ecological perspective
Han, Feifei. (2023). Learning experience of domestic and international students in blended courses : An ecological perspective. PLoS One. 18, pp. 1-15. https://doi.org/10.1371/journal.pone.0285389The profiles of Chinese university students’ learning experience in flipped classrooms : combining the self-reported and process data
Han, Feifei. (2023). The profiles of Chinese university students’ learning experience in flipped classrooms : combining the self-reported and process data. Interactive Learning Environments. pp. 1-12. https://doi.org/10.1080/10494820.2023.2215288Self-reported and digital-trace measures of computer science students’ self-regulated learning in blended course designs
Han, Feifei and Ellis, Robert A.. (2023). Self-reported and digital-trace measures of computer science students’ self-regulated learning in blended course designs. Education and Information Technologies. 28(10), pp. 13253-13268. https://doi.org/10.1007/s10639-023-11698-5Chinese digestive surgery interns’ learning quality and English reading proficiency during COVID-19 pandemic: Comparison between face-to-face versus WeChat teaching and learning
Zhou, Wei, Wang, Zehua, Han, Feifei and Hong, Liu. (2023). Chinese digestive surgery interns’ learning quality and English reading proficiency during COVID-19 pandemic: Comparison between face-to-face versus WeChat teaching and learning. Heliyon. 9(2), pp. 1-8. https://doi.org/10.1016/j.heliyon.2023.e13434The stability of the twofold multidimensionality of academic self-concept : A study of Chinese secondary school students
Han, Feifei, Juklová, Kateřina, Mikoška, Petr and Novák, Lukáš. (2023). The stability of the twofold multidimensionality of academic self-concept : A study of Chinese secondary school students. Frontiers in Psychology. 13, pp. 1-15. https://doi.org/10.3389/fpsyg.2022.1001187Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement?
Han, Feifei, Ellis, Robert and Guan, Enjing. (2023). Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement? Journal of Computer Assisted Learning. 39(1), pp. 286-299. https://doi.org/10.1111/jcal.12747The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome
Han, Feifei and Ellis, Robert A.. (2023). The relations between self-reported perceptions of learning environment, observational learning strategies, and academic outcome. Journal of Computing in Higher Education. 35, pp. 111-125. https://doi.org/10.1007/s12528-022-09333-2A right to know : The positioning of infants as ‘knowers’ in educator-infant interactions
Degotardi, Sheila and Han, Feifei. (2022). A right to know : The positioning of infants as ‘knowers’ in educator-infant interactions. In In Press, Frances and Cheeseman, Sandra (Ed.). (Re)conceptualising children’s rights in infant-toddler care and education : Transnational conversations pp. 101 Springer. https://doi.org/10.1007/978-3-031-05218-7_9The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs : Consistency between theory-driven and data-driven approaches
Han, Feifei, Vaculíková, Jitka and Juklová, Kateřina. (2022). The relations between Czech undergraduates’ motivation and emotion in self-regulated learning, learning engagement, and academic success in blended course designs : Consistency between theory-driven and data-driven approaches. Frontiers in Psychology. 13, p. 1001202. https://doi.org/10.3389/fpsyg.2022.1001202Exploring social media technologies for novice EFL school teachers to collaborate and communicate : A case in the Czech Republic
Lu, Jinjin, Han, Feifei and Janík, Tomáš. (2022). Exploring social media technologies for novice EFL school teachers to collaborate and communicate : A case in the Czech Republic. Frontiers in Psychology. 13, p. Article 1010686. https://doi.org/10.3389/fpsyg.2022.1010686Sustainable teaching strategies to teach Indigenous students : Their relations to students’ engaged learning and teachers’ self-concept
Han, Feifei. (2022). Sustainable teaching strategies to teach Indigenous students : Their relations to students’ engaged learning and teachers’ self-concept. Sustainability. 14(17), p. Article 10973. https://doi.org/10.3390/su141710973The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing : A mixed-methods research
Wang, Zehua and Han, Feifei. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing : A mixed-methods research. Frontiers in Psychology. 13, p. Article 909802. https://doi.org/10.3389/fpsyg.2022.909802Challenges of using online technologies in the pandemic : Voices from English language and literacy primary school teachers in central China
Lu, Jinjin and Han, Feifei. (2022). Challenges of using online technologies in the pandemic : Voices from English language and literacy primary school teachers in central China. Education 3-13. 51(7), pp. 1091-1102. https://doi.org/10.1080/03004279.2022.2048678Infant educators’ use of mental-state talk in Australia and China : A cross-cultural comparative study
Degotardi, Sheila, Han, Feifei and Hu, Jiangbo. (2022). Infant educators’ use of mental-state talk in Australia and China : A cross-cultural comparative study. International Journal of Early Years Education. 30(1), pp. 87-105. https://doi.org/10.1080/09669760.2021.1997727Language expansion in Chinese parent–child mealtime conversations : Across different conversational types and initiators
Sheng, Ling, Dong, Wenming, Han, Feifei, Tong, Shiming and Hu, Jiangbo. (2022). Language expansion in Chinese parent–child mealtime conversations : Across different conversational types and initiators. International Journal of Early Years Education. 30(1), pp. 25-40. https://doi.org/10.1080/09669760.2021.1971949Explaining medical students’ learning outcomes in blended course designs : Combining self-reported and observational learning experiences
Han, Feifei and Ellis, Robert A.. (2022). Explaining medical students’ learning outcomes in blended course designs : Combining self-reported and observational learning experiences. Advances in Physiology Education. 46(1), pp. 56-64. https://doi.org/10.1152/advan.00121.2021The descriptive features and quantitative aspects of students’ observed online learning : How are they related to self-reported perceptions and learning outcomes?
Han, Feifei, Ellis, Robert A. and Pardo, Abelardo. (2022). The descriptive features and quantitative aspects of students’ observed online learning : How are they related to self-reported perceptions and learning outcomes? IEEE Transactions on Learning Technologies. 15(1), pp. 32-41. https://doi.org/10.1109/TLT.2022.3153001Comparison of English teacher feedback and automated writing feedback on the quality of English language learners' essay revision
Han, Feifei and Wang, Zehua. (2021). Comparison of English teacher feedback and automated writing feedback on the quality of English language learners' essay revision. Open/Technology in Education, Society, and Scholarship Association Conference. 2020 Open/Technology in Education, Society, and Scholarship Association. pp. 1-5 https://doi.org/10.18357/otessac.2021.1.1.44Washback of the reformed College English Test Band 4 (CET-4) in English learning and teaching in China, and possible solutions
Han, Feifei. (2021). Washback of the reformed College English Test Band 4 (CET-4) in English learning and teaching in China, and possible solutions. In In Lanteigne, Betty, Coombe, Christine and Brown, James Dean (Ed.). Challenges in language testing around the world : Insights for language test users pp. 35-46 Springer Nature Singapore. https://doi.org/10.1007/978-981-33-4232-3_4Self-reported perceptions of online learning and observed online learning behaviors : To what extent are they consistent?
Han, Feifei. (2021). Self-reported perceptions of online learning and observed online learning behaviors : To what extent are they consistent? Open/Technology in Education, Society, and Scholarship Association Conference. 2020 Open/Technology in Education, Society, and Scholarship Association. pp. 1-6 https://doi.org/10.18357/otessac.2021.1.1.48The relations between motivation, strategy use, frequency, and proficiency in foreign language reading : An investigation with university English language learners in China
Han, Feifei. (2021). The relations between motivation, strategy use, frequency, and proficiency in foreign language reading : An investigation with university English language learners in China. SAGE Open. 11(2), pp. 1-12. https://doi.org/10.1177/21582440211008423Developing English language learners’ oral production with a digital game-based mobile application
Wang, Zehua and Han, Feifei. (2021). Developing English language learners’ oral production with a digital game-based mobile application. PLoS ONE. 16, p. Article e0232671. https://doi.org/10.1371/journal.pone.0232671The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept
Han, Feifei. (2021). The relations between teaching strategies, students’ engagement in learning, and teachers’ self-concept. Sustainability. 13, p. Article 5020. https://doi.org/10.3390/su13095020Creencias atribucionales y autoeficacia en la lectura en lengua extranjera
Han, Feifei. (2021). Creencias atribucionales y autoeficacia en la lectura en lengua extranjera. Revista de Educación. 394, pp. 409-433. https://doi.org/10.4438/1988-592X-RE-2021-394-513Challenges in assessing the nature of effective group work in blended university courses
Ellis, Robert A., Bliuc, Ana-Maria and Han, Feifei. (2021). Challenges in assessing the nature of effective group work in blended university courses. Australasian Journal of Educational Technology. 31(1), pp. 1-14. https://doi.org/10.14742/ajet.5576Configurations of collaborations based on learning orientations amongst medical students
Han, Feifei and Ellis, Robert A.. (2021). Configurations of collaborations based on learning orientations amongst medical students. Advances in Health Sciences Education. 26, pp. 581-598. https://doi.org/10.1007/s10459-020-09999-2Predicting students’ academic performance by their online learning patterns in a blended course : To what extent is a theory-driven approach and a data-driven approach consistent?
Han, Feifei and Ellis, Robert A.. (2021). Predicting students’ academic performance by their online learning patterns in a blended course : To what extent is a theory-driven approach and a data-driven approach consistent? Educational Technology and Society. 24(1), pp. 191-204.Assessing university student collaboration in newways
Ellis, Robert and Han, Feifei. (2021). Assessing university student collaboration in newways. Assessment and Evaluation in Higher Education. 46(4), pp. 509-524. https://doi.org/10.1080/02602938.2020.1788504Infant educators’ reported conceptions of, and approaches to, infant language development : How do they relate to educator qualification level?
Han, Feifei and Degotardi, Sheila. (2021). Infant educators’ reported conceptions of, and approaches to, infant language development : How do they relate to educator qualification level? Early Childhood Education Journal. 49(2), pp. 259-271. https://doi.org/10.1007/s10643-020-01070-4Assessing the quality of university student experiences in blended course designs : An ecological perspective
Han, Feifei and Ellis, Robert A.. (2021). Assessing the quality of university student experiences in blended course designs : An ecological perspective. Higher Education Research and Development. 40(5), pp. 964-980. https://doi.org/10.1080/07294360.2020.1800597Patterns of student collaborative learning in blended course designs based on their learning orientations : A student approaches to learning perspective
Han, Feifei and Ellis, Robert A.. (2021). Patterns of student collaborative learning in blended course designs based on their learning orientations : A student approaches to learning perspective. International Journal of Educational Technology in Higher Education. 18(1), p. Article 66. https://doi.org/10.1186/s41239-021-00303-9Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers
Han, Feifei. (2020). Self-regulated metacognitive and cognitive strategy use in L2 reading among high-, moderate-, and low-achieving readers. In In Balashov, Eduard (Ed.). Self-regulated learning, cognition and metacognition pp. 145-164 Nova Science Publishers.Predictions of self-regulated cognitive and metacognitve learning strategy use and access to online learning activities to university students’ academic success in a blended context
Han, Feifei and Vaculikova, Jitka. (2020). Predictions of self-regulated cognitive and metacognitve learning strategy use and access to online learning activities to university students’ academic success in a blended context. In In Balashov, Eduard (Ed.). Self-regulated learning, cognition and metacognition pp. 197-217 Nova Science Publishers.