Critical questioning in language teacher education

Abstract This qualitative case study explores how the question formulation technique (QFT) facilitated critical engagement with curriculum reform among 22 Indonesian preservice EFL teachers. Conducted over 16 weeks in a private university, participants joined biweekly QFT sessions, generating 400 questions that were thematically analysed. Three key themes emerged: examining cultural norms and classroom power dynamics, addressing structural barriers, and rethinking teacher identity and agency. Findings reveal that structured questioning motivated preservice teachers to reflect on the tensions between student-centred pedagogy and local traditions. Instead of merely following curriculum mandates or copying imported teaching models, participants critically questioned hierarchical norms and considered culturally relevant adaptations. Ultimately, the QFT empowered them to move beyond passive compliance, fostering teacher agency and reflective practice. This positions preservice teachers as active interpreters of curriculum reform, capable of negotiating global pedagogical ideals with local values in EFL teacher education.