SUMMARY
Guiding student questioning to become effective for attaining curriculum objectives is a challenge for many teachers. In two previous studies a principle-based scenario was developed in two primary schools to enhance teacher guidance of effective student questioning. This study aims to determine to what extent the scenario for teacher guidance is robust and transferrable to other teachers in different primary school settings. To test its robustness, 15 trainers introduced the scenario in 23 primary schools to 103 teachers. After teachers completed a six-week trial, they indicated in a questionnaire if they were inclined to adopt, adapt, or reject the scenario for future use. Results show that approximately 80% of all teachers would like to adopt the scenario. About 55% of the teachers see opportunities to adapt the scenario to their needs. However, about 20% of the teachers feel not yet able to judge if and how to adapt, having completed only one trial. The conclusion is that most teachers, despite differences in age, gender, grade, experience and school contexts, are willing and able to guide effective student questioning with the help of the scenario. From a theoretical point of view, this study provides further insight in how successful implementation can supported by a principle-based design.