Phenomenology and hermeneutic phenomenology: the philosophy, the methodologies, and using hermeneutic phenomenology to investigate lecturers’ experiences of curriculum design

Sloan, Arthur; Bowe, Brian

doi:10.1007/s11135-013-9835-3

Cited by 257 publications

(237 citation statements)

References 6 publications

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“…They are delivered as a series of written interpretations of teachers' lived experiences [40]; [44] and organised into two sections based on the EOT types teachers had identified: Learning management systems (LMS)(Blackboard), and online video platforms (YouTube). Each section includes a description of the EOT brand exemplar, and an interpretation of teachers' experiences, which include their comments on EOT issues , challenges, usage, and solutions.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…It aimed to make an interpretation of the meanings of stakeholders' experiences [39]; [40]; [41]. Linked to the principles of Heideggerian philosophy [42], this analysis of experience [29] abstracted themes from students' and teachers' experiences into a range of interpretations, to illuminate the phenomena [40] of EOT activity. This choice in methodology was influenced by the research aim, which aimed to interpret key stakeholders' EOT experiences in BTEs, the key research questions [43], which were: What were the EOT experiences of key stakeholders in BTEs?…”

Section: Methodsmentioning

confidence: 99%

“…In this process, the essential meanings of the phenomena, were discovered through engagement with the descriptions of the experiences [44]. These were written into a series of interpretations to illuminate the phenomena [40] of EOT use. The global themes developed broad interpretations of the phenomena, whereas the local themes derived meanings from the use of individual EOTs.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Interpreting the Experiences of Teachers Using Educational Online Technologies to Interact with Content in Blended Tertiary Environments: A Phenomenological Study

Chen¹,

Yang²

2017

IJEETDM

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Although educational online technologies (EOTs) have enhanced the dissemination of learning in higher education, key EOT obstacles have hindered their effectiveness, preventing widespread implementation. The persistence of these obstacles suggests that tertiary education institutes (TEIs) have experienced difficulties in understanding their key stakeholders' EOT needs. This research made an interpretation of key stakeholders' EOT experiences, to establish their existing EOT needs and challenges, and provide a foundation from which to recommend methods for effective EOT support. It analysed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of these phenomena through an abstraction of local and global themes. This paper is the sixth in a series of six publications that presents the local themes. It documents the interpretations of teachers' experiences with content, in reference to their use of two types of EOTs: learning management systems, and online video platforms.These interpretations, which include descriptions of teachers' EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist TEIs in their efforts to address EOT challenges and meet their stakeholders' needs.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Interpreting the Experiences of Teachers Using Educational Online Technologies to Interact with Content in Blended Tertiary Environments: A Phenomenological Study

Chen¹,

Yang²

2017

IJEETDM

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“…The data collected for this pilot study were analyzed according to a phenomenological perspective because such qualitative methodological approaches tend to be based on recognition of the subjective, experiential life-world of human beings and describe their experience in depth [33].…”

Section: Methodsmentioning

confidence: 99%

Utilization of Consultant Doctors’ Competence and Impact on Perceived Psychosocial Work Environment: A Pilot Study

Augustsson¹,

Ekelund-Book²,

Landstad³

2017

Health

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Background: Work agencies that assign temporary jobs to doctors and nurses are becoming an increasing phenomenon. Aim: The purpose of this pilot study was to explore how consultant doctors (CDs) experience their competence as utilized in practice and what impact this has on their perceived psychosocial work environment. Methods: The findings are based on 11 interviews with CDs working on consultancy assignments in Norway. The CDs were all specialists in fields such as general practice, psychiatry, anesthesia, gynecology, orthopedics, and otolaryngology. Results: The competence that the CDs contributed to their hosting work organization was interpreted differently based on whether the consultant played an active role in the psychosocial work environment and also depended on the doctor's specialty. Not being integrated into the hosting work organization enhanced the feeling of exclusion and the idea that little or no room was available to contribute one's competence. Most of the CDs experienced their competence as being utilized to a certain extent, which strengthened their work satisfaction and feeling of playing an active role in the psychosocial work environment.

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“…"What is given is always a theme (object) standing in a field-it never stands alone; relations of temporal or local proximity, of qualitative similarity, establish a Gestalt connection" (Radolff, P. 19, 2007) Formlessness resulting from technology and modern life needs a form and hermeneutic phenomenology (mostly Heideggerian phenomenology) tries to acquire frameworks of lived experiences (Sloan & Bowe, 2013). The idea of being(s) and the idea of site, the former is a lens through which the socio-educational aspect of Bildung takes its "form" and "differentiated shape", and the site wherein beings find themselves and unfold their self.…”

Section: "What Is Crucial To Heidegger's Sense Of the Gestalt Of An Ementioning

confidence: 99%

Gestalt as an Emergence of Knowledge at Schools

Niati¹

2017

SASS

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What is emphasised in this analysis is that the awareness of Gestalt by school principals and teachers can be utilised for implementing knowledge management strategies. Since one of the challenges to implement knowledge management is lack of transparency and how to transform synergy into innovation as well, it is assumed that Gestalt-oriented approach will help this lack of transparency diminish, and that synergy can turn into innovation. This work also tries to get an organized representation of how teachers and managers can consciously apply Gestalt qualities at schools in conjunction with knowledge management. First, a broad definition of Gestalt theory in the fields of psychology (in accordance with Christian Von Ehrenfelsin and Weithermar) will be given. Then a very brief philosophical depiction of Gestalt (by Heidegger) will be considered. After depicting the qualities of Gestalt, its supposed values and conceptions will be brought into a couple of frameworks (represented in figures 1 & 2) among teachers, managers, family and society. Finally, at the end of this analysis, it is suggested that knowledge can be gained by Gestalt qualities and there can possibly no difference between knowledge creation and emergence of Gestalt at schools.

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Phenomenology and hermeneutic phenomenology: the philosophy, the methodologies, and using hermeneutic phenomenology to investigate lecturers’ experiences of curriculum design

Cited by 257 publications

References 6 publications

Interpreting the Experiences of Teachers Using Educational Online Technologies to Interact with Content in Blended Tertiary Environments: A Phenomenological Study

Interpreting the Experiences of Teachers Using Educational Online Technologies to Interact with Content in Blended Tertiary Environments: A Phenomenological Study

Utilization of Consultant Doctors’ Competence and Impact on Perceived Psychosocial Work Environment: A Pilot Study

Gestalt as an Emergence of Knowledge at Schools

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