Challenges in Learning the Skill of Philosophical Questioning Among Student Teachers and Proposed Solutions

Document Type : Research Paper

Authors

Abstract

The primary aim of this study was to explore the challenges associated with acquiring the skill of philosophical questioning and to identify potential solutions. The research was conducted among student teachers at the campuses of Farhangian University in Kurdistan during the 2021–2022 academic year. A qualitative approach was adopted, utilizing semi-structured interviews and Braun and Clarke’s thematic analysis method. The sample consisted of 54 student teachers selected through convenience sampling. The study proceeded in two phases. In the first phase, the root causes of students’ lack of skill in philosophical questioning were examined. Thematic analysis resulted in ten overarching themes, twenty categories, and forty-eight concepts. The findings indicated that student-related factors were the most influential, followed by family influences, while the role of cyberspace was comparatively minimal. In the second phase, solutions were explored from the perspectives of both students and educators, leading to the identification of ninety concepts, grouped into nineteen categories and ten themes. The findings suggest that various elements—including students themselves, instructors, the educational and social environment, and family context—play significant roles in fostering the skill of philosophical questioning. It is recommended that educational institutions cultivate an environment that actively supports curiosity and questioning, avoiding practices that suppress students’ critical engagement.

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References

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History

  • Receive Date: 16 March 2024
  • Revise Date: 18 June 2024
  • Accept Date: 01 July 2024
  • First Publish Date: 10 September 2024
  • Publish Date: 22 September 2024

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