Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research
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| Title: | Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research |
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| Language: | English |
| Authors: | Sohn, Brian Kelleher, Thomas, Sandra P., Greenberg, Katherine H., Pollio, Howard R. |
| Source: | Qualitative Research in Education. Jun 2017 6(2):121-148. |
| Availability: | Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Phenomenology, Educational Research, Interdisciplinary Approach, Interviews, Teacher Attitudes, Student Attitudes, Philosophy, Hermeneutics |
| ISSN: | 2014-6418 |
| Abstract: | Many contemporary researchers claim to use a phenomenological approach but seldom connect their methods to tenets from phenomenological philosophy. We describe a distinctive approach, grounded in the writings of French philosopher Maurice Merleau-Ponty, for conducting educational research. Procedures are outlined for bracketing pre-understandings of a phenomenon, interviewing, and thematizing data with assistance of an interdisciplinary interpretive group. Using our approach, researchers capture the figural aspects of a phenomenon that dominate perception as well as the contextual background that is less visible but integral to understanding it. This phenomenological approach offers educational researchers a radical empiricism, a flexible structure, and a dialogical community of support. |
| Abstractor: | As Provided |
| Number of References: | 45 |
| Entry Date: | 2017 |
| Accession Number: | EJ1150987 |
| Database: | ERIC |
| Abstract: | Many contemporary researchers claim to use a phenomenological approach but seldom connect their methods to tenets from phenomenological philosophy. We describe a distinctive approach, grounded in the writings of French philosopher Maurice Merleau-Ponty, for conducting educational research. Procedures are outlined for bracketing pre-understandings of a phenomenon, interviewing, and thematizing data with assistance of an interdisciplinary interpretive group. Using our approach, researchers capture the figural aspects of a phenomenon that dominate perception as well as the contextual background that is less visible but integral to understanding it. This phenomenological approach offers educational researchers a radical empiricism, a flexible structure, and a dialogical community of support. |
|---|---|
| ISSN: | 2014-6418 |
