An introduction to the questioning tutorial
Trainee teachers have questions, anecdotally, and in relation to their PGCE they tend to have a lot of questions. Although we try our best to answer their queries as they arise, it ironically poses its own question of; is there a better way to do this?
The tutorial process has long been a feature of higher education. The tutorial can be comprised of housekeeping, technical elements or specific learning components often representing a plethora of pedagogical approaches (Doherty, 2018). A tutorial can perform any function that a provider wants it to have, to be able to cater for the needs of the participants. Dorrian (2024) examined the purpose of tutorials and how this is described, indicating that clarity around the purpose of the tutorial is a supportive measure for trainee teachers.
In an effort to support trainees with their questions around the academic component of their course, specifically the PGCE, a questioning tutorial was developed and trialed by the PGCE team at the National Institute of Teaching, to really focus in on question and answer. The questions arise from the trainees not the tutor, the answers may come from the tutor but may also originate with other trainees, depending on the subject and the depth involved. This turns the traditional classroom situation on its head. The trainees essentially lead the direction of the learning and provide the content, rather than the teacher trainer.
Questions and answers are important because an unanswered question can cause angst. Trainees feel that whatever question they have is important, they need to know the answer and in training to teach, questioning as a standalone entity is integral to trainees pedagogical approach. A questioning tutorial has the potential to address several areas simultaneously.
A dedicated space for questions is a supportive measure for trainees, to focus on academic aspects and to zoom in on modules for the PGCE. Should we endeavour to answer trainee questions? Of course. Should we provide support for trainees with questions? We must.
Questioning as a model
The process of questioning can be seen as valuable, (Doherty, 2018) the value is provided as the best return for the investment of time and effort spent on formulating a question but is more nuanced than simply asking a question to get an answer.
If we are training teachers to ask questions in the classroom, we must also teach them the intrinsic value of the questions and a certain amount of depth perception. They need to internalise the impact of questions and the knowledge of desired responses, unexpected responses and the ability to provoke or prompt independent thought.
The questioning tutorial can support the trainees in their own questioning styles and add to their toolkit of questioning, as a part of pedagogical development. Examining what leads to a question, how a question is formulated and what is expected in terms of a response. All of this can be useful for trainees to experience for themselves and provides support for them to develop and evaluate their own questions and responses in the classroom. This is part of a natural process where the trainees balance the input that they have and adjust their own schema in response.
What they know, in an intrinsic sense about questioning and the provision of answers in a classroom setting has developed, even if they, as individuals, do not play a significant part in the tutorial process. As an observer in the questioning tutorial situation, the trainee is gathering information and testing it against their own schematic roadmap.
Through this process, teacher trainers can model the questioning behaviours, genres and response development that they want to develop in their trainees ‘…authentic teachers are able to model the kinds of behaviours that they would hope that students would begin to exhibit themselves.’ Hendrick & Macpherson (2017) pg. 143.
The PGCE question focussed tutorial can use prompts, sentence stems or sentence starters initially, possibly closed ended questions or shorter simple questions and progressing to wider contributions, supporting an organic skills development process. Complexity can build from the simple to the more complex, because the more complex a question is then the response and the thinking required to decode that response is likely to be as complex (Degener & Berne, 2016).
In the trial iterations, it became clear that the approach to the questioning tutorial space needed to be in depth and purposeful to exemplify effectiveness, in the same way that. teacher trainers utilise the opportunity to craft planning to get the very most out of their time with trainees in a classroom setting. Balancing simple and complex, lower and higher level, closed and open questions to support their trainees to explore not just the answers but the pedagogical genre of questioning (Doherty, 2018). This can also be completed online, using the chat function, by indicating where trainees can unmute or add emojis and reactions or complete a poll.
The questioning tutorial is an extension of practice for teacher trainers, however, whether in person or in a virtual environment, it should have the laser focus of questioning at its core.
Questions to develop reflective and evaluative skills
“A classroom ethos and organisation with enquiry at its heart is an effective one…” Petty (2014) pg. 39.
Trainees often have quick questions that they want answered which can provide a foundation for the shift from surface level questioning to developing the depth in their questions that will help them gain a more substantive insight. Petty emphasises using ‘simpler’ questions first, as a method of encouraging responses. This results in assumptions and prior knowledge being ‘questioned, challenged and corrected’ Petty (2014) pg. 179.
Jung (1958) examines the idea of the discussion process empowering the individual to proceed within their own initiative, providing a vehicle for reflection and evaluation that can lead to decision and develop the capacity for decisions based on the internalisation of the information provided and evaluated. Jung related a dialectical discussion to the development of the individual psyche, and the inner individual in a psychological sense, examining the development of the self and the relationship of that to the urges and impulses associated with being human. It is human to question and to consider the answers that we receive in relation to that. To weigh and measure the responses and to then use that information to reach a decision, for Jung, ideally this would then be based within an individual’s own certainty of judgement, but cannot be instigated initially, alone. Trainees can question individually but cannot develop that questioning to the point of informed decision in isolation, support via a dialogical approach can lead to deeper meaning.
Developing questioning and responses also applies to the development of teaching skills generically and to the academic skills required at the teacher level, or level seven in the qualifications framework. Asking and answering thought provoking, evaluative, critical and reflective questions supports trainee teachers to develop their responses using different approaches that take them beyond the surface level or providing an answer, moving them towards being able to critically analyse, evaluate, reflect and think in depth, accessing a deeper level of cognition.
Over time the trainees can get used to thinking about evaluative questions and producing a critically reflective answer. Practising and taking an active part in this process supports the skills required to take part in discussion, to take part in seminars, give presentations or complete a viva style assessment.
Questioning as a meaningful opportunity for bespoke support
The process of questioning and answering can be viewed as a form of ‘deliberate’ practice Ericsson, et al (1993). Being able to verbalise, to think out loud and to formulate a question followed by possibly constructing a critically reflective answer or developing a line of thought around a subject area is supporting the development of an essential aspect of level seven engagement: critical thinking. Developing this crucial aspect for the PGCE can be challenging and poses problems in identification of the outcomes. Using the questioning tutorial approach provides opportunities for aspects of this process to be initiated and can help to underpin the thinking, reasoning and problem solving required at this level.
As teacher trainers one of the things we want to develop is the ability to critically analyse, to examine and deconstruct an argument, including our own argument, and to determine the premises and conclusions that help us to identify a sequence of thoughts and ideas. Questions posed can trigger responses and reasoning structures that will help to form a coherent schema around a certain area.
Debating is an example of questions and answers being used to develop critical thinking and analysis which utilises a deliberate practice approach. This process is one which trainees can be immersed in to support their development. The tutorial based on questions offers a vehicle for conversations and discussions which may not otherwise have any platform to take place. This type of conversation is often a catalyst for the individual or group and requires a forum to be facilitated effectively.
Delivering the questioning tutorial
Implementation of any change in pedagogy for delivery brings its own questions that need to be answered, initially focussed on planning, delivery and logistics, or starting points.
The first step is to ask more questions to identify the logistical aspects of delivery. Answers provide the initial starting points, but the answers will be different depending on the nature and characteristics of the provider and the trainees.
Starting questions:
- Who will deliver the tutorial?
- When will the tutorials be in terms of curriculum delivery?
- What delivery mode is the most suitable, in person or online?
- How can the tutorials be fully accessible?
- How many trainees in a tutorial to gain impact?
- When is the optimum time of day for delivery?
- What will the general focus be?
- What is the pedagogical approach?
- How long will each tutorial be?
- Will there be any follow up to the tutorial?
Structure:
Trainees ask questions and the tutor answers them, or the other trainees offer up some solutions or information. This appears uncomplicated; however, the nature of human interaction means that nothing is ever so straightforward. How do we avoid the ‘tumbleweed’ moments? What do we do with questions that we simply cannot answer? Will there be enough time for everyone to ask their question and get an answer? How can we avoid a ‘hogs & logs’ situation, outlined by Wright (2016)?
To avoid or to prepare for the issues that may arise, some forward thinking is essential. Examining what will happen in the tutorial, planning how to provide a stimulus activity to enable questioning or discussion and facilitating the asking and answering of questions will support a smoother delivery of the questioning tutorial.
The questioning tutorial can conceptually function on different levels for all the participants. Providing development of questioning as a model for the trainees, questioning that develops reflective and evaluative skills for both the trainees and the tutor delivering, and questioning as a meaningful opportunity to provide bespoke information.
To do:
- Ask prepared, open ended, questions to stimulate conversation.
- Support the trainees with the knowledge, understanding and skills to answer their own questions.
- Signpost trainees to resources e.g. FAQs; PGCE handbook; support sessions.
- Provide prompts if trainees have not brought questions.
- Encourage contributions from all participants.
- Provide model questions and model answers where required.
- Identify any FAQs or trends.
Some possible aspects to include:
- Welcome everyone, provide an outline for the tutorial ensuring trainees know the focus and the approach and the expectations.
- Provide any underpinning information, a current module title for example.
- Start activities to stimulate questions; for example a speed round, where everyone asks a short, closed question. This approach ensures everyone participates and everyone gets an answer to at least one question.
- Review questions at intervals to identify any repeated themes or ideas.
- Give an extended answer to the question if required.
- Cold call the group using a prompt.
- Give a contrasting viewpoint to an answer provided to demonstrate critical thinking.
- Provide an example, exemplify where possible.
- Open the discussion to participant contributions.
- Thank everyone for their contribution and their questions.
- Signpost to the PGCE handbook.
Conclusion
Questions from trainees can come thick and fast depending on the time of year and the associated demands of academic study at a higher level for PGCE.
The questioning tutorial has been trialled as a pedagogical approach to addressing questions and supporting trainees to develop answers. Starting points have been explored with some initial pointers for how this type of tutorial can be delivered.
Questioning can be beneficial in terms of providing a model from teacher trainers authentic practice (Hendrick and Macpherson, 2017) leading to the development of more refined reflective and evaluative skills for trainees. A questioning tutorial can also be seen as a meaningful opportunity to provide bespoke support for trainees to develop their critical analysis in the process of getting answers to their questions.
The questioning tutorial may be adapted and reviewed as part of the ongoing evaluative cycle of teacher training delivery, given its interactive and fluid nature, it has the potential to provide part of a truly multi-faceted and holistic approach to PGCE delivery.
Our trainees represent the teacher researchers and teacher educators of the future, and what we do now, the influence that we have and the support we provide, will have a profound impact for them and the learners in their classrooms, going forward.
Key insights
- A session directed by the needs of participants within set parameters.
- A session where trainees are encouraged to enhance their learning and understanding.
- A fluid and responsive session, prioritising voices over specific content.
- A sounding board with the chance for everyone to participate.
- A vehicle for bespoke support.
- A flexible conduit to address pressing questions.
- A tool for additional pedagogical development.
- A metacognitive support mechanism for critical thinking development.
References
Degener & Berne (2016) cited in (Doherty J. 2018) pg. 27-30 Skilful questioning: The beating heart of good pedagogy. Contained in Chartered College of Teaching (2018-2019) The profession, the annual publication for early career teachers. Published by the Chartered College of Teaching, London, UK.
Doherty J. (2018) pg. 27-30 Skilful questioning: The beating heart of good pedagogy. Contained in Chartered College of Teaching (2018-2019) The profession, the annual publication for early career teachers. Published by the Chartered College of Teaching, London, UK.
Dorrian. J. (2024) What is a tutorial? Exposing the hidden curriculum of higher education. Accessed 19/3/26.
Ericsson, K.A, Krampe, R,T, and Romer, C.T (1993) The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review 1993, Vol. 100. No. 3, 363-406. Accessed 15/3/26.
Hendrick C & MacPherson R (2017) What does this look like in the classroom? Bridging the gap between research and practice. Published by John Catt Educational, Woodbridge, UK.
Jung. C.G. (1958) ‘The undiscovered self’ published by Routledge (2019) Abingdon, Oxon, UK.
Petty. G (2014) Teaching today, A practical guide, fifth edition. Published by Oxford University Press.
Wright. S. (2016) The 30-second briefing: What are Kagan structures? Tes, 6th April 2016. Accessed 19/3/26.
Dr Jane Kay is ITT Professional Tutor Northwest at the National Institute of Teaching. This article has been written with contributions from Emily Beach and Jose Oliviera gratefully acknowledged.
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