The Interpretivist Research Paradigm: A Subjective Notion of a Social Context

Pervin, Nasrin; Mokhtar, Mahani

doi:10.6007/ijarped/v11-i2/12938

Cited by 15 publications

(13 citation statements)

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“…According to Anas and Ishaq (2022) and Nair and Prem (2020), this approach is used to better understand people's beliefs, experiences, and personal stories through observations, attitudes, and interactions. Furthermore, an interpretivist paradigm was used to construct experiences and social realities (Pervin & Mokhtar, 2022). Pervin and Mokhtar (2022), Alharahsheh and Pius (2020), and Omodan (2022) add that interpretivism deals with interpretation and understanding while also emphasising a person's personality and involvement in social and cultural life using biblical materials in philosophy.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, an interpretivist paradigm was used to construct experiences and social realities (Pervin & Mokhtar, 2022). Pervin and Mokhtar (2022), Alharahsheh and Pius (2020), and Omodan (2022) add that interpretivism deals with interpretation and understanding while also emphasising a person's personality and involvement in social and cultural life using biblical materials in philosophy. This study also employed a case study design.…”

Section: Methodsmentioning

confidence: 99%

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Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges

Mncina,

Letsie,

Nkhi

et al. 2024

IJER

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Although postgraduate supervision relies on effective communication, it has become increasingly challenging due to various factors, including the cultural, ethnic, and educational backgrounds of both the supervisors and supervisees. As a result, institutions of higher learning are struggling to attract and retain these students. In addition, students often feel frustrated by the pressure to balance their academic and social lives during their studies. Therefore, this study explores the impact of effective communication on postgraduate supervision in higher learning institutions in Lesotho and South Africa. The study adopts an interpretive paradigm and uses a qualitative approach rooted in a case study design. Face-to-face interviews were employed as the data collection tool, and latent thematic analysis was used to analyse emergent themes. The findings reveal several factors that hinder effective communication in postgraduate supervision, including cultural dominance, lack of mutual respect, insufficient training, and a lack of professionalism, among others. Based on these findings, the study recommends that experienced supervisors be assigned to students and that there be a focus on two-way communication and training to develop the necessary skills for a respectful supervisor-student relationship.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges

Mncina,

Letsie,

Nkhi

et al. 2024

IJER

View full text Add to dashboard Cite

show abstract

“…Moreover, this study has adapted to the value-laden approach where more emphasis on participants' experiences rather than researcher (Creswell, 2007). In collusion, interpreting and analysis of the research findings mainly based on the classroom experiences of the research participants (Pervin et al, 2022). Five teachers of constituent campuses have selected through the purposive sampling technique to ensure liveexperienced of the participants into the current study (Brown, & Sekimoto, 2017;Poulter & Tosun, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…But, the pedagogical policy of university education has been constantly changing. Most of the teaching policies of higher education are prescribed towards student-oriented learning such as discussion, assignment, mini-project, researchoriented, and collaborative learning, but also it does not seem in practice (Pervin & Mokhtar, 2022). This gap between theory (policy) and praxis has appeared in classrooms at the university that inspired me to study the pedagogy of the university.…”

Section: Introductionmentioning

confidence: 99%

Practice of Critical Pedagogy in Higher Education Classrooms

Aryal

2023

AMC J.

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Relying on the context of university teachers to unveils their awareness of and practice different tenets of critical pedagogy (CP). This article focuses on how university teachers perceive and practise diverse values of CP regarding classroom relationships, interactivity, and assignment-based learning in the constituent campuses of Nepal. The lived experiences elicited from the in-service's teacher employing in-depth semi-structure interview within the frame of interpretative design have been interpreted in the article. In the context of prevailing classroom practices from the critical perspective, teacher holds the positive understanding towards using the critical pedagogy. Despite the importance of critical pedagogy, effectively, incorporating critical pedagogy in classroom pose the challenges related to teacher professionalism, collaboration, traditional mindset and administrative support as well as student-related issues. This paper suggests utilizing the critical pedagogy successfully; teacher requires to be more responsible, friendly, and professional.

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“…In order to achieve our objectives, we conducted a qualitative interpretive study based on the teachers' answers to focus group interviews. Interpretive research builds upon ontological and epistemological views of reality as socially constructed through the experiences of social actors (Pervin & Mokhtar, 2022). This approach is well suited to investigate human behaviours and experiences within their social, cultural and professional contexts (Pulla & Carter, 2018).…”

Section: Research Objectives and Type Of Studymentioning

confidence: 99%

Teachers' professional wellbeing. A digital game based social-emotional learning intervention

2024

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Teachers worldwide experience significant stress and burnout, impacting their health and the education systems. Recognizing the importance of social, prosocial, and emotional skills in education adds to this complexity. The European Policy Experimentation Project Teaching to Be (2021-2024) in Austria, Italy, Latvia, Lithuania, Norway, Portugal, Slovenia, and Spain, aimed to improve teacher wellbeing through innovative professional development. A digital game-based Online Wellbeing Course and a Teacher’s Handbook were developed in the project to enhance various aspects of teachers‘ professional wellbeing and organizational health. Using a mixed-methods research approach, it evaluated digital interventions on wellbeing, leading to tailored policy recommendations for enhancing teacher professional development and mental health. (DIPF/Orig.)

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The Interpretivist Research Paradigm: A Subjective Notion of a Social Context

Cited by 15 publications

References 0 publications

Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges

Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges

Practice of Critical Pedagogy in Higher Education Classrooms

Teachers' professional wellbeing. A digital game based social-emotional learning intervention

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