Improving teacher questioning in science inquiry discussions through professional development

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A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “…training programs or short-term professional development programs fail to foster among teachers a deep understanding of the new instructional practices emphasized in contemporary curricula and science education research, such as research on student learning and engagement (Oliveira, 2010).”
Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “Nonetheless, since teachers’ use of questions has been said to be a highly routine practice that is very resistant to change (Oliveira 2010), the significant increase in question quality throughout the study suggests the efficacy of the intervention in supporting changes in teachers’ classroom pract”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, methodology): “In argumentative classrooms, teachers cannot simply play one single role; they must listen to and elicit students’ ideas so as to clarify them and scaffold students to construct acceptable scientific knowledge based on others’ ideas (Oliveira 2010).”