{"title":"教师在专业学习中实施问题提示法的现象学分析","authors":"N. Seva, Ivana Djeric","doi":"10.2298/zipi2301005s","DOIUrl":null,"url":null,"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.","PeriodicalId":42259,"journal":{"name":"Zbornik Instituta za Pedagoska Istrazivanja","volume":"15 1","pages":""},"PeriodicalIF":0.2000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique\",\"authors\":\"N. Seva, Ivana Djeric\",\"doi\":\"10.2298/zipi2301005s\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":42259,\"journal\":{\"name\":\"Zbornik Instituta za Pedagoska Istrazivanja\",\"volume\":\"15 1\",\"pages\":\"\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zbornik Instituta za Pedagoska Istrazivanja\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2298/zipi2301005s\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zbornik Instituta za Pedagoska Istrazivanja","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2298/zipi2301005s","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A phenomenological analysis of teacher experiences during professional learning on the implementation of the question formulation technique
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.