FACILITATING THE QUESTIONING SKILLS OF STUDENT TEACHERS THROUGH ACTION RESEARCH

Facilitating the questioning skills of student teachers through action research 11 The study was designed to investigate the development of the teaching of questioning, reflective practice for development of teaching competence and systematic inquiry and reflection on the university lecturer's teaching and learning to implement change for improvement in practice. This study employed an Action Research methodology. The participants were student teachers of in the Faculty of Education, Burapha University, Thailand. There were two cycles of the data collection in semester 2, 2002 and then with the same cohort of student teachers in semester 1, 2003. Each cycle was the same but fewer student teachers were included in the second cycle to attempt to develop deeper understanding. Data were gathered from leaming logs, lesson plans, joumal, documents, self-evaluation, observation and group interview. Simple coding and descriptive statistics are used to illustrate and substantiate interpretations. It offers the ideas that the lecturer ' teaching and leaming approaches assist the development of student teachers ' questioning skills. She explores student teachers ' constmction of knowledge and theories of practice and how these develop on questioning and thinking skills. These constmction inform not only her student teachers ' practice but also her own. In addition, student teachers leam how to be an effective teacher. Ill Authenticity Declaration This is to certify that (i) this thesis is the original research of the candidate (ii) due acknowledgement has been made in the text to all other material used (iii) the thesis is less than 50,000 words in length, exclusive bibliography and appendice