Past research has suggested that educating teachers in classifying questions can be an effective strategy for improving the cognitive range of their classroom questions. Consequently, classification systems like Bloom's Taxonomy are commonly introduced to preservice teachers during initial training programs. However, research into actual teaching practices reveals a persistent problem: classroom teachers continue to ask their students mostly low-level questions. This study explores the field-based deployment of a reusable digital resource known as the Bloom Tool Learning Object (BTLO) which was designed (by the authors) to address this problem. More specifically, the BTLO is intended to help preservice teachers cultivate a deep understanding of Bloom’s Taxonomy such that its theoretical underpinnings can be adopted into their questioning practices. This paper reports the findings of a case study wherein the potential utility of the BTLO is made visible through the experiences of one preservice teacher. It is revealed that this innovative digital technology, when integrated into the field-based practicum component of teacher education programs, holds promise for helping to bridge the theory-practice gap as it relates to classroom questioning. In addition to reporting preliminary findings, the authors comment on future research directions.
|Keywords:||Bloom's Taxonomy, Learning Object, Preservice Education, Teacher Preparation, Teaching Practicum, Theory-Practice Gap, Classroom Questioning|
Calgary, Alberta, Canada
Associate Professor, Faculty of Education, Lakehead University, Thunder Bay, Ontario, Canada