Developing a phenomenographic argument for the veteran teachers’ conceptions of the virtues of question-asking
Irish Educational Studies, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/03323315.2026.2706798
- Dergi Adı: Irish Educational Studies
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: phenomenography, Teacher question-asking, virtue epistemology, virtues of question-asking
- Hacettepe Üniversitesi Adresli: Evet
Özet
This study examined how veteran teachers conceive the virtues of question-asking. While existing research typically conceptualizes questioning through instructional typologies or cognitive hierarchies, this study focused on its moral, relational, and epistemic significance as experienced by teachers. Phenomenographic interviews with 49 teachers from diverse disciplines were analyzed to identify qualitatively distinct ways of experiencing the virtues of question-asking. Seven meaning clusters emerged, forming an inclusive outcome space that ranges from instrumental and regulative orientations to more expansive analytical, reflective, and developmental ones. These clusters showed how the teachers described question-asking as supporting regulation, motivation, adaptive structuring, dialogic participation, evidence-based reasoning, reflective awareness, and long-term epistemic growth. Rather than framing questions as types or functions, the teachers depicted question-asking as a value-infused practice that cultivates attentiveness, care, humility, perseverance, and responsibility. These findings contribute to phenomenographic research by mapping the variation in how experienced teachers understand the virtues that inform their questioning and by highlighting how questioning is connected, in teachers’ own conceptions, to inclusive participation and the ethical life of classrooms. The outcome space provides a virtue-oriented account of teacher questioning that offers implications for classroom practice, teacher education, and future inquiry into questioning across diverse educational ecologies.