From Everyday To Psychological Description: Analyzing the Moments of a Qualitative Data Analysis

Wertz, Frederick J.

doi:10.1163/156916283x00108

Cited by 134 publications

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“…The homogeneity of the sample in regard to tenured status, disciplines (all humanities, two from English), and university level instruction might also constrain the generalizability of the findings. While it is our expectation that the imaginative variation in our analysis would enable us to arrive at the 'trans-situational' elements of our findings (see Garza, 2007Garza, , 2011Giorgi, 2009;Giorgi & Giorgi, 2003, Wertz, 1983, 1985, and even as phenomenological researchers have shown that in-depth analysis of even a single case can suffice to develop a general structure of a phenomenon (see Wertz, 1983Wertz, , 1985 it would be beneficial to expand the current analysis to include a greater variety of teachers, across a greater variety of disciplines, with a greater range of experience and within a greater variety of educational settings in future research.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 93%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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Previous literature has examined teachers' motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach (Giorgi, 1970) to analyze data generated in structured interviews with four tenured professors from small, liberal arts universities whose central mission is teaching, this paper presents the telic or project-ive horizons of teaching -those motives aimed at what is 'not yet' (Heidegger, 1927(Heidegger, /1962. Results revealed that teaching is understood by teachers to be a dialogical enterprise between a teacher and learners across dimensions of transformation, knowledge, and personhood. This dialogue entailed an abiding tension between self and other, activity and passivity, giving and receiving, preparation and spontaneity, instructing and learning, leading and following, asserting and withdrawing. It comprised an orientation to a teachers' vision for the possible future personhood of the teacher and their students and to the character of the world which teachers and learners inhabit together. These findings are discussed in terms of the reviewed literature and as a case in point for a vital complementarity of research approaches. Keywords ResumenLa literatura ha examinado las motivaciones de los docentes para enseñar en términos de motivos intrínsecos y extrínsecos, las dimensiones de la personalidad, y el desgaste. Estos hallazgos han sido expuestos mediante diferencias entre maestros y no-maestros y las relaciones lineales de este indicativo entre los maestros. Utilizando un enfoque fenomenológico (Giorgi, 1970) para analizar los datos generados en entrevistas estructuradas con cuatro profesores titulares de una pequeña universidad de humanidades cuya misión central es la docencia, este trabajo presenta los horizontes telic o proyect-ivos de la enseñanza -esos motivos que apuntan a lo que "no es todavía" (Heidegger, 1927(Heidegger, /1962. Los resultados revelaron que la enseñanza es entendida por los maestros como una relación dialógica entre un maestro y sus estudiantes a través de dimensiones de transformación, conocimiento y personalidad. Este diálogo implicaba una tensión constante entre el yo y el otro, la actividad y la pasividad, el dar y recibir, la preparación y la espontaneidad, instruir y aprender, dirigir y seguir, afirmar y retirar. Esto comprendía una orientación de los maestros hacia su posible futura personalidad y la de sus estudiantes y sobre el carácter del mundo en el que profesores y estudiantes cohabitan. Estos hallazgos se discuten en términos de la literatura revisada y como ejemplo de una complementariedad vital de los enfoques de investigación

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Section: Limitations and Directions For Future Researchmentioning

confidence: 93%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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“…Participating family members had open-ended interviews that focused on the following points: Data analysis followed established qualitative data analytic procedures (19,20,21). First, the interviews were audiotaped and then transcribed, and each of the three members of the research team separately read each interview and noted evident themes in writing.…”

Section: Methodsmentioning

confidence: 99%

A Qualitative Research Study of the Evolution of Symptoms in Individuals Identified as Prodromal to Psychosis

Corcoran

Davidson

Sills-Shahar

et al. 2003

Psychiatric Quarterly

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Because schizophrenia is difficult to treat and exacts large personal and societal costs, there is an effort underway to identify adolescents and young adults at high risk for psychosis. Theory-derived criteria of subthreshold positive symptoms identify a "prodromal" or clinically at-risk population who have conversion rates to psychosis of 40 to 50% within one to two years. However, further characterization of the psychosis prodrome by qualitative research methods could increase the predictive value of the "prodromal" designation. We conducted open-ended interviews with 20 parents of prodromal adolescents that focused on changes observed. The narratives fell into two thematically distinct subgroups, identified as "declining" and "never normal." The prodromal adolescents described as "declining" had a higher subsequent rate of conversion to psychosis than did the "never normal" group. Although preliminary, these results suggest that a trajectory of change in personality, relationships, and behavior from an essentially normal baseline may be consistent with increased risk for psychosis among prodromal adolescents.

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Section: Limitations and Directions For Future Researchmentioning

confidence: 93%

Full Issue 6(3)

Editors

2017

QRE

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To cite this article: Paterson, R. (2017). 'Because sometimes your failures can also teach you certain skills': Lecturer and student perceptions of employability skills at a transnational university. Qualitative Research in Education, 6(3), 241-275. doi:10.17583/qre.2017.2583 To link this article: http://dx.doi.org/10.17583/qre.2017.2583 PLEASE SCROLL DOWN FOR ARTICLEThe terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY).Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 (Received: 22 February 2017; Accepted: 19 September 2017; Published: 28 October 2017) AbstractThis exploratory study investigates lecturers' and students' understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.Keywords: global higher education, employability skills, transnational education, employability pedagogy Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 ResumenEste estudio exploratorio investiga la percepción de los profesores y estudiantes de los conceptos y el lenguaje que se utilizan en las estrategias de educación superior para desarrollar las habilidades de empleabilidad. Mientras que los conocimientos disciplinarios son el objetivo de la mayoría de los posgrados, las habilidades de empleabilidad son cada vez un factor más importante al evaluar a los posibles empleados. La adquisición de habilidades de empleabilidad en la educación ha surgido como una respuesta a las demandas de la industria de graduados preparados para el mundo laboral. La internacionalización y globalización hacen que los empleadores busquen graduados con habilidades blandas, destrezas y logros adicionales. El contexto es Westminster International University, Tashkent (WIUT), una universidad trans...

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From Everyday To Psychological Description: Analyzing the Moments of a Qualitative Data Analysis

Cited by 134 publications

References 0 publications

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

A Qualitative Research Study of the Evolution of Symptoms in Individuals Identified as Prodromal to Psychosis

Full Issue 6(3)

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