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Phenomenographic Approach to Teachers’ Wait-Time Use: Reasons and Consequences

  • Engin BaysenEmail author
  • Fatma Baysen
  • Nermin Çakmak
Chapter
Part of the Studies in Systems, Decision and Control book series (SSDC, volume 247)

Abstract

Researchers put importance on time management, specifically wait-time use in Questioning and Answering while teaching. The purpose of this study is to inquire wait-time use of primary school teachers for the present. Phenomenography is the research approach adopted for this study. The study showed variation in teachers’ experiences utilizing wait-time in teaching. We captured teachers’ wait-time use in four categories. The categories are the utilization of, Short wait-time I; Extended wait-time I; Extended wait-time I & II; Sophisticate wait-time I & II. Reasons and consequences of wait-time use also emerged accompanying the categories. The present study asserts that we can come up with the most contemporary educational targets through partially by extended wait-time I & II utilization and greatly by sophisticated wait-time I & II use.

Keywords

Communication Questioning and answering Phenomenography Primary school teachers Time management Wait-time 

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© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Ataturk Education FacultyNear East UniversityMersinTurkey
  2. 2.Department of Information and Document Management, Faculty of LettersAtaturk UniversityErzurumTurkey

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