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

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.