DESCRIPTORS Critical Thinking, Doctoral Theses, *Instruction, *Preservice Education, *Questioning Techniques,

Part 1 of two publications reports a study which assessed the effectiveness of a college preservice instructional procedure in developing questioning skill in prospective teachers. Problems also investigated included transfer of this skill to the student teaching experience, and the relationship of selected personality factors (intelligence, sex, educational set, and personality type) to the development of this questioning skill. The study extended over three quarters and involved 42 preservice secondary teachers randomly assigned to four groups. Lessons observed were audiotaped and videotaped for analysis by three judges and the investigator. Resulting data were subjected to parametric statistical analyses with a.10 level of significance for hypotheses acceptance or rejection. Questioning appeared to be a skill that could be developed through instruction and practice. The development o