TO ADD: Phenomenological bit2
Draw on the principles and traditions of IPA to explore the experiences and reflections of teachers delivering the subject for the first time.
Also adopt a wider thematic analysis to explore other components of the experience to add weight and depth to the study. Many of these findings may extend to additional elements such as the discussion of resources, learner responses and how a new topic might integrate into the existing school curriculum.
Using lesson study to inform the lesson delivery approach. Study one informed by a literature review to identify the first pilot ‘research lesson’ and be delivered to the participants by the researcher as subject expert.
The lesson then discussed and refined for participants to be able to teach the ‘research lesson’ themselves (focus group).
(Use Shattock and Anderson paper to explain the DBR format and the three columns illustration).
Eddles-Hirsch, 2015)
https://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1172&context=edu_articlePhenomenologists are interested in all types of human experience, which can include both the mundane through to any dramatic experiences of everyday life.
Phenomenologists perceive that human experience of the everyday world is a valid way to interpret the world. They, therefore, reject the notion that the detached scientific empirical tradition is the superior method of research. The phenomenon being studied is not measured or defined through the lens of its accepted reality; rather an understanding is sought of how the participants make sense of their everyday world.
Phenomenological research differs from other modes of qualitative inquiry in that it attempts to understand the essence of a phenomenon from the perspective of participants who have experienced it (Christensen, Johnstone & Turner, 2010). The focus, then, in this type of research, is not on the participants themselves or the world that they inhabit, but rather on the meaning or essence of the interrelationship between the two (Merriam, 2007).
A key characteristic of phenomenological research is its rich, detailed descriptions of the phenomenon being investigated (p.252)
The description should present „how‟ the participants experienced the phenomenon investigated rather than any preconceived perception the researcher may have of the phenomenon being studied. (p.252)
The phenomenological reduction process assists the researcher with this, allowing the researcher to keep an open mind and listen in a receptive manner to the participants‟ descriptions of the studied phenomenon process (Moustakas,
1994).
In traditional phenomenological research this is achieved through the phenomenological process of epoche, also known as bracketing whereby the researcher purposefully sets aside any preconceived knowledge or everyday
beliefs he or she regards might be used to explain the phenomena being investigated. This allows the researcher to listen and record the participants‟ description of an experience in an open and naïve manner (p.252)
Imaginative variation is the methodological step that follows bracketing and reduction in the phenomenological research process. The imaginative variation process allows the researcher to uncover the structural themes sourced from the textural descriptions, which were produced during the process of phenomenological reduction. Imaginative variation requires the researcher to see the phenomenon from a variety of perspectives, so that they can understand the essence of the participants‟ experiences.
Finally, in the last step in the phenomenological process the researcher develops a statement from the composite textural and structural descriptions that reveals the essences of the phenomenon being researched. Moustakas (1994) perceived that these essences are never truly exhausted, but simply represent one researcher‟s perspective at a particular time and place. (p.252).
The different philosophical approaches include transcendental phenomenology founded by Husserl (1858-1938), existential phenomenology which was articulated by Merleau Ponty (1908-1961) and heuristic phenomenology founded by Heidegger (1889-1976). While these three phenomenological approaches have different philosophical postures, they all follow four primary phenomenological concepts, these being description, reduction, imaginative variation and essences (Moustakas, 1994). (p.252)
Husserl considered transcendental phenomenology to be a valid alternative to the scientific method of research. He believed that by using the transcendental reduction process one could delve deeply into consciousness and uncover the underlying structures of a phenomenon. The reduction process devised by Husserl focused on the technique of epoche or bracketing whereby a philosopher could purposefully set aside outside prejudices and beliefs in order to gain a clear view of the phenomenon. Two other concepts that Husserl considered important in the understanding of transcendental phenomenology were intentionality and the essences (Moustakas, 1994).
Intentionality, Husserl believed, represented the researcher‟s conscious intent to investigate a phenomenon. By consciously directing one‟s attention towards an object, he perceived, one could form a description of the phenomenon. In Husserl`s estimation, every intentional experience consists of a noema and noesis. The noema represents the objective experience of the object, whereas the noesis represents the subjective experience. For example, if all research students attended a research lecture once a week, the noema would constitute the „what‟ of the lecture, whereas the noesis would relate to how the different students perceived and experienced the lecture. In phenomenological research, one, therefore, has to consider both the noema and the noesis in order to understand the experiences described by the participants. By considering their meanings, the underlying structure or essences of a phenomenon could be discovered. Hermeneutic and Existentialist phenomenologists built upon Husserl`s interpretation of phenomenology to develop their own new schools of thought.(252-253)
while Husserl concentrated on understanding individual experience through bracketing, Heidegger believed that it was impossible to set aside one‟s own presuppositions and beliefs. Indeed he believed that intrinsic awareness was fundamental to phenomenological research, as the researcher needed to me immersed within the phenomenon to gain an understanding of the experience. There is then a shift from the transcendental approach whereby the researcher takes on the detached observer position to the purposeful recognition of both the researcher‟s and participants‟ perceptions. (p.253).
Another key difference between the two philosophical approaches lies with the research focus itself, transcendental phenomenology taking a descriptive approach, whereas hermeneutics takes an interpretive approach. For example, a researcher carrying out a transcendental study is solely interested in the
participants‟ descriptions not their interpretations of the phenomenon being explored. The hermeneutic researcher on the other hand is equally concerned with the participants‟ descriptions of the phenomenon, as well as the
interpretation or meaning of the experience. The researcher then needs to make an interpretation from the different meanings deduced from the participants‟ lifeworld experiences. Van Manen (1990) is a well-known present day hermeneutical phenomenological researcher and has written books on this type of phenomenological approach. (p.253).
The research questions that guided this study:
1) How do primary aged gifted students perceive and experience the social contexts of schools that actively seek to cater to their atypical academic needs?
2) Do gifted girls and boys experience the social context of schools that provide them with extension classes differently?
3) What are the social and emotional outcomes of these types of school environments and how do they relate
to the gifted children‟s experience of being gifted in a school that actively sought to cater to their atypical academic needs?
Phenomenological samples do not usually have a large number of
participants, as the data collection process requires an in depth study of human experience. However, such studies
need enough participants to offer different experiences of the phenomenon being studied (Moustakas, 1994) (p.254).
In a phenomenological study, the in-depth interview transcript forms the basis of the data. It is through the participants‟ descriptions of the phenomenon being investigated that the researcher is able to uncover the invariant structures or essences of the phenomenon being investigated. (p.254).
USEFUL FOR ETHICS: Interviews followed the transcendental phenomenological tradition and data was collected through two individual in depth interviews, carried out in the participants‟ school (Eddles-Hirsch, 2012, 2013).No interview was carried out without both consent forms being signed and permission given for the interview to take place.
Participants were also reminded at the start of each interview that they could leave the interview process at any time without fear of negative reprisals from their school or the university. All interviews in this study were recorded and transcribed verbatim.
USEFUL FOR INTERVIEW QUESTIONS:
Interview Schedule
Opening questions were the same for each participant and were given to encourage each child to begin describing his or her perceptions of lifeworld in the school. These included:
Can you describe for me what it is like to attend (name of school) from the minute you arrive until the time
you leave?
If you were to describe to a new student what it is like to attend your school what would you say?
If the child did not speak extensively about his or her experience of the lifeworld, follow up questions were
introduced.
Can you tell me more about that?
Can you recall another time that happened and describe it to me?
USEFUL PAPER AS A STRUCTURED STUDY STEP BY STEP
transcendental phenomenological study
Phenomenology is concerned with an individual perception. It focuses on only the descriptions of an individual’s perceptions. “Phenomenology describes the way in which humans make sense of their everyday life-world from their own perspective” (Cho, 2000, p. 46).
ref: Cho, J. Curriculum implementation as lived teacher experience: Two cases of teachers. Doctoral dissertation, Ohio State University, 2000.
#This study sets out to describe the teacher's experience from their own perspective rather than that of the outside teacher observing and reviewing the student experience.
#Through the participants‟ rich, in -depth descriptions of their lifeworld as well as the researcher‟s use of phenomenological transcendental processes such as epoche, an understanding is aimed to be achieved on teachers in school experience the planning and delivery of digital accessibility awareness education in the school setting, more importantly as novices of a subject they have not taught before and therefore can highlight the everyday taken for granted elements of the type of support teachers might need to teach the subject should it be a new addition to the curriculum.
Another key difference between the two philosophical approaches lies with the research focus itself, transcendental phenomenology taking a descriptive approach, whereas hermeneutics takes an interpretive approach. For example, a researcher carrying out a transcendental study is solely interested in the
participants‟ descriptions not their interpretations of the phenomenon being explored. The hermeneutic researcher on the other hand is equally concerned with the participants‟ descriptions of the phenomenon, as well as the
interpretation or meaning of the experience. The researcher then needs to make an interpretation from the different meanings deduced from the participants‟ lifeworld experiences. Van Manen (1990) is a well-known present day hermeneutical phenomenological researcher and has written books on this type of phenomenological approach. (p.253).
The research questions that guided this study:
1) How do primary aged gifted students perceive and experience the social contexts of schools that actively seek to cater to their atypical academic needs?
2) Do gifted girls and boys experience the social context of schools that provide them with extension classes differently?
3) What are the social and emotional outcomes of these types of school environments and how do they relate
to the gifted children‟s experience of being gifted in a school that actively sought to cater to their atypical academic needs?
Phenomenological samples do not usually have a large number of
participants, as the data collection process requires an in depth study of human experience. However, such studies
need enough participants to offer different experiences of the phenomenon being studied (Moustakas, 1994) (p.254).
In a phenomenological study, the in-depth interview transcript forms the basis of the data. It is through the participants‟ descriptions of the phenomenon being investigated that the researcher is able to uncover the invariant structures or essences of the phenomenon being investigated. (p.254).
USEFUL FOR ETHICS: Interviews followed the transcendental phenomenological tradition and data was collected through two individual in depth interviews, carried out in the participants‟ school (Eddles-Hirsch, 2012, 2013).No interview was carried out without both consent forms being signed and permission given for the interview to take place.
Participants were also reminded at the start of each interview that they could leave the interview process at any time without fear of negative reprisals from their school or the university. All interviews in this study were recorded and transcribed verbatim.
USEFUL FOR INTERVIEW QUESTIONS:
Interview Schedule
Opening questions were the same for each participant and were given to encourage each child to begin describing his or her perceptions of lifeworld in the school. These included:
Can you describe for me what it is like to attend (name of school) from the minute you arrive until the time
you leave?
If you were to describe to a new student what it is like to attend your school what would you say?
If the child did not speak extensively about his or her experience of the lifeworld, follow up questions were
introduced.
Can you tell me more about that?
Can you recall another time that happened and describe it to me?
USEFUL PAPER AS A STRUCTURED STUDY STEP BY STEP
transcendental phenomenological study
Phenomenology is concerned with an individual perception. It focuses on only the descriptions of an individual’s perceptions. “Phenomenology describes the way in which humans make sense of their everyday life-world from their own perspective” (Cho, 2000, p. 46).
ref: Cho, J. Curriculum implementation as lived teacher experience: Two cases of teachers. Doctoral dissertation, Ohio State University, 2000.
#This study sets out to describe the teacher's experience from their own perspective rather than that of the outside teacher observing and reviewing the student experience.
#Through the participants‟ rich, in -depth descriptions of their lifeworld as well as the researcher‟s use of phenomenological transcendental processes such as epoche, an understanding is aimed to be achieved on teachers in school experience the planning and delivery of digital accessibility awareness education in the school setting, more importantly as novices of a subject they have not taught before and therefore can highlight the everyday taken for granted elements of the type of support teachers might need to teach the subject should it be a new addition to the curriculum.
USEFUL PHD
Being reflexive
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