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

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
N. Seva, Ivana Djeric
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引用次数: 0

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.
教师在专业学习中实施问题提示法的现象学分析
在本研究中,通过对教师?反思,我们研究了个人和职业信念如何影响教师在学校的专业学习?QFT1问题提法实验。对两名教授数学和地理的小学教师进行了半结构化访谈。从解释性现象学分析中出现了两个元主题:传统教师在问题制定技术实施过程中关注动机和参与的氛围和质量。老师吗?浓缩的经历是由他们的个人和职业信仰和价值观塑造的。这决定了以学校为基础的专业学习的动机和行为的质量和类型。老师们强调,学生们在行为、认知和社会情感上都更加投入。QFT在数学和地理课堂上的功能得到了很大的实现,主要是创造了一种重视提问的课堂氛围。
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来源期刊
Zbornik Instituta za Pedagoska Istrazivanja
Zbornik Instituta za Pedagoska Istrazivanja EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
0.50
自引率
0.00%
发文量
5
审稿时长
16 weeks
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