BTE2601: becoming a teacher:
Notes in a form of MULTIPLE CHOICE QUESTIONS: chapter 1 to 6
CHAPTER ONE (1)
N.B Correct answers are highlighted
1. One of the processes that could enhance reflective teaching.
a) Observing your colleagues.
b) Maintaining conflict among student.
c) Self-reporting.
d) Both 1 and 3.
2. The knowledge about teaching and learning is referred to as.
a) Pedagogical content knowledge.
b) Reflective knowledge.
c) Scaffolding knowledge.
d) Lecture knowledge.
3. The determination of what led to the success or failure of the lesson by the
teacher showed that the teacher.
a) Recognizes existing knowledge or learning to that point.
b) Summarises the lesson experience.
c) Engages in reflective teaching.
d) Uses it to serve as a means to focus activity.
4. Shulman (2004:227) claims that, at a minimum, good teaching combines the
following knowledge bases.
a) Content knowledge.
b) Pedagogical knowledge.
c) Curriculum knowledge.
d) All of the above.
5. Thinking that is focused, intentional and purposeful and aims to deepen
understanding and to inform further thought and action.
1|P age
, a) Contextualism.
b) Cognitive construction.
c) Reflection.
d) Lateral thinking.
6. Shulman (2004:504) described classroom teaching as.
a) Perhaps the most complex.
b) Most challenging.
c) Most demanding and frightening activity our species has ever invented.
d) All of the above.
7. PCK stands for.
a) Process classroom knowledge.
b) Pedagogic content backgrounds.
c) Pedagogical content knowledge.
d) People teaching knowledge.
8. The view of LaBoskey is that.
a) Good teachers make thoughtful caring decisions.
b) Decisions made by teachers are useless.
c) Learners are the best when teaching content.
d) Teachers produce good test results.
9. Nesbit, Leach and Foley (2004) argue that all great teachers show.
a) Levels of understanding.
b) Long-term results and short-term results.
c) Strategic thinking, commitment and effective teaching techniques.
d) Knowledge of educational ends, purposes and values.
10. Who define reflection as a type of thinking that aims at structuring or
restructuring an experience, problem or existing knowledge or insights.
a) Kemmis (1985)
b) Korthagen et al., (2001)
c) Nesbit, Leach and Foley (2004)
d) Laboskey (1994:9)
11. Referring to a teacher as a reflective practitioner implies that teaching is a.
a) Term.
2|P age
Notes in a form of MULTIPLE CHOICE QUESTIONS: chapter 1 to 6
CHAPTER ONE (1)
N.B Correct answers are highlighted
1. One of the processes that could enhance reflective teaching.
a) Observing your colleagues.
b) Maintaining conflict among student.
c) Self-reporting.
d) Both 1 and 3.
2. The knowledge about teaching and learning is referred to as.
a) Pedagogical content knowledge.
b) Reflective knowledge.
c) Scaffolding knowledge.
d) Lecture knowledge.
3. The determination of what led to the success or failure of the lesson by the
teacher showed that the teacher.
a) Recognizes existing knowledge or learning to that point.
b) Summarises the lesson experience.
c) Engages in reflective teaching.
d) Uses it to serve as a means to focus activity.
4. Shulman (2004:227) claims that, at a minimum, good teaching combines the
following knowledge bases.
a) Content knowledge.
b) Pedagogical knowledge.
c) Curriculum knowledge.
d) All of the above.
5. Thinking that is focused, intentional and purposeful and aims to deepen
understanding and to inform further thought and action.
1|P age
, a) Contextualism.
b) Cognitive construction.
c) Reflection.
d) Lateral thinking.
6. Shulman (2004:504) described classroom teaching as.
a) Perhaps the most complex.
b) Most challenging.
c) Most demanding and frightening activity our species has ever invented.
d) All of the above.
7. PCK stands for.
a) Process classroom knowledge.
b) Pedagogic content backgrounds.
c) Pedagogical content knowledge.
d) People teaching knowledge.
8. The view of LaBoskey is that.
a) Good teachers make thoughtful caring decisions.
b) Decisions made by teachers are useless.
c) Learners are the best when teaching content.
d) Teachers produce good test results.
9. Nesbit, Leach and Foley (2004) argue that all great teachers show.
a) Levels of understanding.
b) Long-term results and short-term results.
c) Strategic thinking, commitment and effective teaching techniques.
d) Knowledge of educational ends, purposes and values.
10. Who define reflection as a type of thinking that aims at structuring or
restructuring an experience, problem or existing knowledge or insights.
a) Kemmis (1985)
b) Korthagen et al., (2001)
c) Nesbit, Leach and Foley (2004)
d) Laboskey (1994:9)
11. Referring to a teacher as a reflective practitioner implies that teaching is a.
a) Term.
2|P age
