Are you planning for IDIs as your study seems to a Qualitative Approach? or even FGDs after IDIs

To understand how teachers perceive shared experiences with social promotion, theories such as Social Constructivism and Communities of Practice could be insightful. These theories emphasize the role of social interactions and shared experiences in shaping perceptions and knowledge.

In addition to individual and group interviews, you might consider dyadic interviews, where pairs of teachers would have a conversation about their thoughts and experiences.

Dear Kimberly Lissade

From an educational science perspective, there are various theories that could help you better understand teachers' perceptions in relation to social promotion. In addition to the theories you have already mentioned (Weick's Sense-making Theory and Dervin's Sense-making Methodology), the following approaches may be particularly helpful:

1. Professional Ethics and Teacher Professionalism (Helsper & Terhart): This approach examines the tension between teachers' professional beliefs and the demands imposed by political directives and societal expectations. In your case, this approach could help to understand how teachers navigate the tension between their own conception of good education and the mandates of social promotion.

2. Collegial Case Consultation and Practice Theory (Bourdieu): Pierre Bourdieu's concept of habitus theory could be useful for analyzing how teachers shape their professional practices within social contexts and what implicit norms and values guide their actions. Especially in phenomena such as social promotion, where personal and institutional logics collide, practice theory could provide valuable insights.

3. Expectancy Theory (Vroom): This theory deals with motivation and expectations that teachers have regarding certain educational policies like social promotion. How teachers perceive their own professionalism and the outcomes they expect from implementing social promotion could be captured through this theory.

4. Cultural-Historical Activity Theory (CHAT): This theory (further developed by Engeström, for example) is well-suited for examining collective experiences and shared practices among teachers. It offers a framework for understanding how teachers' social practices and experiences with social promotion are embedded in a historical-cultural context and what tensions arise in the process.

5. Critical Pedagogy (Freire): Critical pedagogy could help you explore the social and political implications of social promotion. The perspective of oppression and social justice might be particularly relevant when it comes to understanding how teachers interpret their role within a potentially unjust system.

These theories may could enrich your phenomenological approach by helping you interpret teachers' subjective experiences within institutional frameworks and societal expectations.