Phenomenographic Thinking and Research: A Theoretical and Methodological Perspective

Abstract

In this study, what and how phenomenography as a thinking and research approach is synthesized with a theory-based and practice-oriented approach. In phenomenographic studies conducted in the national context, following steps unsuitable for the epistemology and practices of the approach lead to a false perception of the approach in the external reader, and inconsistent information stacks may occur. This study aims to provide a more accurate understanding of phenomenographic thinking and to use it more appropriately as a research method. Thus, the basic principles, concepts, jargon, and reasoning styles about how phenomenographic research can be carried out are presented in depth. Furthermore, this study aims to make the phenomenography approach more visible and applicable to the syntheses it offers. Initially, the philosophy, theoretical foundations, and basic concepts of the phenomenographic approach were discussed in this context. Then, syntheses were shared about choosing the case to be researched, determining the participant group, structuring the data collection tool, performing the data collection process, determining the researcher’s position, managing and analyzing the data, and ensuring the validity and reliability conditions. In addition, case studies from leading researchers in the field of phenomenography were examined for exemplification. Finally, suggestions were made to researchers who will carry out studies based on the phenomenographic perspective.

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

“…Three sub-steps, frequency, pregnancy, and position were followed for conceptual differentiation (Sjostrom & Dahlgren, 2002; Soysal & Saruhan, 2023). First, the PTs uttered some conceptions more frequently than others while reacting to the conversation openers, even though the interviewer asked for other aspects of the phenomenon.…”

“…Phenomenographic researchers accept that different people perceive a phenomenon differently under different conditions. Documenting a logically inclusive structure in which different presumable meanings are associated involves looking at the collective human experience (A ˚kerlind, 2012;Soysal & Saruhan, 2023). Explaining phenomena based on individuals' first-hand experiences provides a better understanding.…”

“…The current study aims to develop a phenomenographic argument regarding PTs’ teaching conceptions to add current knowledge of high-quality teacher preparation. Three concepts characterize a phenomenographic argument: experience , conception , and conceptual variation (Hajar, 2021; Soysal & Saruhan, 2023). First, the present study hypothesized that the PTs experienced the teaching phenomenon, especially during the university-based coursework and in-site fieldwork.…”

“…As a note, the teaching phenomenon explored in the present study is what appeared to the PTs (Hajar, 2021). However, instructional instantiations that appeared to the PTs might not be visible in their whole or given form (Hajar, 2021; Soysal & Saruhan, 2023).…”

“…Each participant's teaching phenomenon appeared differently since they might possess unique instructional experiences despite attending the same teacher preparation program. This study's phenomenographic stance was based on the variation of the PTs' instructional experiences and related teaching conceptions (Soysal & Saruhan, 2023). Due to their frame of reference, the PTs might document similar, contradictory, and more or less enlarged clarifications of the phenomenon concerning their experience.…”