Search results for: Phenomenology
Page 2/2 20 items
This article describes a phenomenological study that aimed to explore the relationships between university supervisors, in-service and pre-service teachers (triads). Two triads participated in a joint pre-service and in-service professional development project. The key research findings indicate that : (1) when triads were engaged in projects that promoted participants' synthesis of products as they enlist what they are learning, collaborative positioning occurred; and (2) adequate time for interactions led to another influential social force: the establishment of trust and relationships.
Updated: Jun. 13, 2011
How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application
In this paper, the authors will set out in detail how, on the basis of the standard repertory grid application, they developed a repertory interview method. The method, which developed by the authors, can be used to collect data that could foster a thorough understanding of the inherent moral significance of teachers’ day-to-day classroom interactions.
Updated: Apr. 14, 2011
The current article reports on a hermeneutic phenomenological research inquiry which examined ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.
Updated: Apr. 12, 2011
The Reasons For and the Impact of Principal-On-Teacher Bullying on the Victims’ Private and Professional Lives
The current paper examines the reasons for principal-on-teacher bullying and the impact of the bullying on the victims. The findings support the literature that the lack of an effective regime for monitoring of regulations governing principals’ behavior and the characteristics of the bullies and victims are reasons for bullying.
Updated: Apr. 04, 2011
This article explores the educational decision-making process of one Mexican American family. The author takes a phenomenological approach to examine human agency in specific familial decisions about this child’s schooling that supports the parents’ own vision of education. This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. The author concludes that immigrant and other urban parents may be actively engaged in their children’s education, asking important and valid curriculum questions in ways that remain invisible to educators. The author suggests alternatives to deficit theories that render parents’ perspectives invisible.
Updated: Nov. 28, 2010
Delivering, Modifying or Collaborating? Examining Three Teacher Conceptions of How to Facilitate Student Engagement
This study utilised a phenomenographic approach to examine teacher conceptions of how to facilitate student engagement. 20 secondary school English teachers from Australia were participated in this study. Three categories described teachers' ways of engaging students. In the first category, teachers conceptualised delivering set activities and discipline to students to promote engagement. In the second category, teachers suggested that they must modify curriculum and class activities. In the third category, teachers proposed that genuine collaboration with students was necessary to truly engage them in learning.
Updated: Sep. 19, 2010
This study describes the experiences of Saudi Arabian female Islamic Studies teachers. The study draws on phenomenology as a guiding theoretical framework. The seven teachers involved in the study used their identities, beliefs and values to make sense of their everyday lived experiences. Discussions about their lived experiences provided a counter-discourse that challenges the traditional image of Islamic Studies teachers as transmitters of sacred knowledge.
Updated: Aug. 03, 2010
Expectations and Experiences: The Voice of A First-Generation First-Year College Student and the Question of Student Persistence
This case study takes a phenomenological approach using the voice centered analysis. This case study analyzes qualitative interview data so that the voice of this first-generation college student is brought forward. In combination with other research calling for an expansion of the dominant theory of persistence, this research raises the importance of elevating family relationships in the student persistence model.
Updated: Jul. 13, 2010
This article pursues issues of pedagogy, place and queer phenomenology in the context of what might be meant by the term 'after-queer' or 'what falls outside queer' as we currently theorise, practice and locate queer. This article investigates how bodies become oriented within and around the field of a television series that centres Indigenous terms and orientations and thereby, still further, problematises the directions and orientations of desire. The article explores the narrative and queer and other couplings of an Australian tele-series.
Updated: Jul. 04, 2010
This article explores how supervisors of teachers preparing dissertations can create a space for the imagination in the tutorial setting. The imagination is seen as “opening up to possibility,” where the student is taking a step into the unknown. The article discusses how the tutor can best support this, taking the theme of “holding the space for the student's learning.”
Updated: Jun. 10, 2008