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Akram Ramezanzadeh Seyyed Mohammad Reza Adel Gholamreza Zareian 《Teaching in Higher Education》2016,21(7):807-824
This study probed the conceptualization of authenticity in teaching and its link to teachers’ emotional life through critical emotional praxis because emotions are integral to discovering who we really are (McCarthy, E. D. 2009. “Emotional Performances as Dramas of Authenticity.” In Authenticity in Culture, Self, and Society, edited by P. Vannini, and J. P. Williams, 241–255. London: Ashgate). The participants were 20 Iranian university teachers. Data were collected using interviews, field notes, and observation and were analyzed through the lens of hermeneutic phenomenology. The results revealed that authenticity in teaching consisted of themes of being one’s own self, horizon of significance, and contestation resulted from the sense of responsibility, authentic relations, and de-constructive thinking which confirmed the dialogical nature of authenticity. The emotions connected to authenticity in teaching were Transition-Anger, love, and caring indicating that authenticity in teaching was a practice toward socially just teaching. 相似文献
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Oksana Parylo Sally J. Zepeda Ed Bengtson 《Educational Assessment, Evaluation and Accountability》2012,24(3):215-238
This phenomenological study sought to understand principals?? lived experiences of being evaluated with reliance on the principles of developmental supervision and adult learning theory. Analysis of interview data from 16 principals revealed 3 major constructs in principal evaluation: evaluation is a complex, constantly changing system; principal evaluation is a year-long continuous process; and, effective principal evaluation is transparent, planned, and aligned with personal and system goals. Principal evaluation incorporated experiential and self-directed learning, and emphasized structure, collaboration, and ownership of the process by principals. Directive informational and collaborative interpersonal approaches were favored by principals and their evaluators. The findings contribute new knowledge about the phenomenon and have implications for reconceptualization and redesign of principal evaluation processes. 相似文献
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Jenny Nilsson Folke 《Gender and education》2016,28(7):823-838
What can we learn from and with the body in order to understand more about the (lived) experiences of newly arrived students in schools? This question has hitherto been given little attention in relation to the field of migration and education. Using the perspective of Ahmed's critical feminist phenomenology, this article aims to explore the embodied experiences of the different contexts that newly arrived students encounter in a rural monolingual school in Sweden. The empirical data are based on participant observation conducted in introductory and mainstream classrooms, as well as interviews undertaken with newly arrived students during a year of fieldwork. The findings of our study show how close attention to newly arrived students' embodied experiences can help to dispel prevailing myths surrounding inclusion, bringing to light thereby how the current lived conditions of inclusion in fact carry with them lines of exclusion. 相似文献
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Grounded in the theoretical approaches of experiential learning and inquiry‐based learning, adventure learning (AL) is a hybrid distance education approach that seeks to transform the experiences of students by having learners explore real‐world issues and pursue answers to their own questions in an authentic, anchor‐based environment. In this article we present a theoretical overview of AL, provide a brief summary of recently examined AL impacts in the classroom, and use a phenomenological lens to examine the experience of an educator/explorer who traveled by dogsled over 3000 miles across the Arctic to engage students and teachers from around the world in a truly authentic learning context. We conclude by offering recommendations for teachers who wish to embark on their own unique AL experiences with their students (without necessarily having to travel to the Arctic). 相似文献
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The religious–secular interface and representations of Islam in phenomenological religious education
Shiraz Thobani 《牛津教育评论》2017,43(5):612-625
AbstractAlongside community-based education, a principal agency which has contributed to defining multi-faith identities in England and Wales over the past five decades has been the subject of religious education in state maintained schools. Over this period, formulations of the social category of ‘Muslims’ and the curricular concept of ‘Islam’ in religious education have been significantly influenced by the application of the phenomenology of religion, a methodology derived from religious studies that has come under question for its decontextualised readings of religion. Drawing upon critiques of this approach, this article seeks to examine representations of Islam and Muslims in religious education based on the phenomenological model, with particular reference to the interface between the religious and the secular. Looking ahead, the article considers proposals on intercultural education which aim at preparing the young for a contributive role in society. 相似文献
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Gloria Crisp Vincent Carales Carey Walls Aaron Cassill 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):183-206
The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics. 相似文献
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This phenomenological study explored outdoor recreation instructors’ subjective experiences of the natural world. Participants (N = 21) from two outdoor adventure centres participated in semi-structured interviews about their experiences and perceptions of nature. Thematic analysis revealed eight central themes: (1) Childhood Experiences with Nature; (2) Personal Connection with Nature; (3) Solitude and Connection with Others; (4) Nature as Part of Their Lifestyle; (5) Accessibility to Nature; (6) Awareness of Self, Behaviours and Values; (7) Personal Impacts on Others’ Values of Nature, with two sub-themes Rewards of the Job and Goals of the Job; and (8) Had Another Career Idea. Participants recognized the health-related benefits of nature exposure and enjoyed mediating others’ relationships with nature through their work. Outdoor adventure instructors play a crucial role as conduits to facilitating others’ relationships with nature and associated physical and mental health benefits. 相似文献
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The current study developed the concept of fear of success that was originally examined by Martina Horner (1970; Journal of Social Issues, 28(2), 157–175, 1972). The key dimension in Horner’s (1970; Journal of Social Issues, 28(2), 157–175, 1972) studies was gender. The key dimension in the current study was social class. It was hypothesised that individuals from socio-economically disadvantaged backgrounds fear that, for them, success will lead to alienation from their community, and the loss of identity and loss of overall sense of belonging within their culture. The majority of the previous studies were based in the USA and examined fear of success using objectivist conceptions of success and quantitative methodologies. Eleven participants took part in the current study, three males and eight females. Two-phase qualitative interviewing was employed as the primary source of data collection in an attempt to gain a deeper understanding of the constructions and experiences of the participants in relation to success. The majority of participants believed that they would have to make vast life changes, in order to facilitate their views of desired success. The participants’ fear was rooted in what they perceived as the “consequences of success”. These participants occupied a “trade-off mindset”; for these young people, success meant leaving their family, friends, community and culture behind. The thought of losing this “connection” and sense of belonging was expressed with noticeable anxiety. 相似文献
9.
This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments. 相似文献
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L. Philip Barnes 《British Journal of Religious Education》2007,29(2):157-168
The aim of this article is to respond to Kevin O’Grady’s critique (in BJRE, 27, 2005, pp. 227–37) of my interpretation and assessment of Ninian Smart’s contribution to religious education. I begin by dealing with a range of issues that lend themselves to fairly summary discussion and then address two further aspects of his critique in more detail. First, the nature of the influence of the phenomenology of religion over phenomenological religious education is considered within the context of recent critical discussions of the fundamental assumptions of religious phenomenology. Secondly, O’Grady’s positive account of the continuing relevance of Smart’s thought to the issue of hermeneutics in religious education is both qualified by attention to its limitations and complemented by reference to the work of the French hermeneutical philosopher, Paul Ricoeur. 相似文献
13.
Edwin Creely 《International Journal of Research & Method in Education》2018,41(1):104-122
This article describes a phenomenological approach to doing educational inquiry and understanding learning. Working within the qualitative tradition, the research is conceived as ‘narrow and deep’, intimate research that focuses definitively on internality and on first-hand experiences of learning. The theoretical background for doing phenomenological research is explained, especially in regard to the ideas of Edmund Husserl. Then, the author’s own systematic process for doing phenomenological research in education and exploring learning is offered with examples from his doctoral research project in which he investigated doctoral students and their experience of negotiating their learning. Samples from the author’s writing in regard to one research participant are used to illustrate the research process explicated in the article. 相似文献
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Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies
are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based,
off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological
approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished
in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle
of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings
of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication,
information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising
mentors’ motivating force and to give them support. 相似文献
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1.Socrates,the great thinker in ancient Greece,had a rude wife,who often lost her temper with him. 相似文献
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许振铎 《中学英语园地(高三版)》2002,(4)
the same与all the same这两个短语仅一词之差,但意义及用法却大相径庭,极易混淆,提醒同学们要特别予以注意: I.the same 1)the same常用作形容词,修饰名词,意为“同一个(人、物或地点)”。例如: ①Li Mei and Zhang Hua are in the same class.(李梅和张华在同一个班 级。) 相似文献
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1. A man bought a goat from the market and went home with it. A hare saw them and thought: "What a good goat that is! I must have it for myself." 一位男子从市场上买了一只羊带回家去。一只兔子见了想道:“多好的一只羊呀!我一定要把它搞到手。” 相似文献
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Some Pe0Ple(l)that seals are the fairies of the sea and日ho记d notbe killed.“In the kin酗om of the Seals,’15 12、English fairy sto钾byDonald A Machenzie.It tells of a seal huntel(3)wounds a seal.Theseal swims away(4、the hunter,5 knife still(5)baek.That 相似文献