Resumen de Perceived use of teacher questioning in Secondary music ensembles
The purpose of this study was to examine the perceived use of teacher questioning in secondary music ensemble rehearsals. Participants responded to a questionnaire and reported their perceptions of the frequency of use of specific close-ended (SCE), general close-ended (GCE), open-ended (OPEN), and justification (JUST) questions. For SCE questions, the directors' mean scores were higher than their respective students' scores in six of nine cases. For GCE and OPEN questions, the directors' mean scores were higher than their respective students' mean scores were in eight of nine cases. For JUST questions, the directors' mean scores were higher than their respective students' scores in only three of nine cases. When considered collectively, directors reported greater perceived frequency of teacher questioning for SCE, GCE, and OPEN questions, but students reported greater perceived frequency of JUST questions. There was a significant relationship (p < .001) between type of ensemble and perceived use of teacher questioning. Choral participants reported the highest frequency of all four types of questions. There were no significant relationships between grade in school, years of playing, or gender, and perceived frequency of teacher questioning. Teachers should be trained to use questioning strategies, and implement them from close-ended to justification in order to best help students understand musical concepts.
