A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique

Abstract

In this study, through an in-depth analysis of teachers’ reflections, we examined how personal and professional beliefs influenced school-based professional learning during teachers’ experimentation with the Question Formulation Technique - QFT1. Semi-structured interviews were conducted with two primary school teachers taught Mathematics and Geography. Two meta-themes emerged from the interpretative phenomenological analysis: Traditional Teachers That Focus on the Atmosphere and Quality of Motivation and Engagement During Question Formulation Technique Implementation. Teachers’ condensed experiences were shaped by their personal and professional beliefs and values. This determined the quality and type of motivation and behaviour during school-based professional learning. Teachers emphasized that students were more behaviourally, cognitively, and socio-emotionally engaged. The functions of the QFT in Mathematics and Geography classes were considerably fulfilled, mostly in creating a classroom atmosphere where asking questions was valued.

Keywords

• the theory of self-determination
• motivation
• autonomy
• question quality
• focus creation