To adopt or reject? Testing the robustness of a principle-based scenario for guiding effective student questioning.

Guiding student questioning to become effective for attaining curriculum objectives is a challenge for many teachers. In two previous studies a principle-based scenario was developed in two primary schools to enhance teacher guidance of effective student questioning. This study aims to determine to what ex- tent the scenario for teacher guidance is robust and transferrab- le to other teachers in different primary school settings. To test its robustness, 15 trainers introduced the scenario in 23 primary schools to 103 teachers. After teachers completed a six-week trial, they indicated in a questionnaire if they were inclined to adopt, adapt, or reject the scenario for future use. Results show that approximately 80% of all teachers would like to adopt the scenario. About 55% of the teachers see opportunities to adapt the scenario to their needs. However, about 20% of the teachers EDeR Contribution Type Title Text-Mentor Abstract Authors For details on the EDeR Text-Mentoring concept: uhh.de/EDeR feel not yet able to judge if and how to adapt, having completed only one trial. The conclusion is that most teachers, despite dif- ferences in age, gender, grade, experience and school contexts, are willing and able to guide effective student questioning with the help of the scenario. From a theoretical point of view, this study provides further insight in how successful implementation can supported by a principle-based design