Looking at two sides of the same coin: phenomenologically oriented vignette research and its implications for teaching and learning

• Autorzy: Michael Schratz , Johanna F. Schwarz , Tanja Westfall-Greiter
• Języki publikacji: EN

Abstrakty

EN

This contribution provides insights into learning research conducted at the University of Innsbruck, Austria, where vignette research was developed in a grant-funded project still in progress. It has been designed to gain access to students’ learning experiences in the classroom as they occur rather than measuring learning by its outcome. The authors frame the research need out of which this lived experience methodolog y developed and describe its theoretical foundations in phenomenolog y. The vignette research is illustrated by a hermeneutic phenomenological vignette reading which explores the impact that explicit and implicit ascriptions have on children’s learning as well as on the pedagogical practice of the teacher. The significance of the Innsbruck Vignette Research for research into teaching and learning is presented as well as the relevance of vignette work for teaching and learning and teacher education.

Słowa kluczowe

EN

vignette research; phenomenology; learning; lived experience; attribution; teacher education

• Wydawca: Masaryk University, Faculty of Arts
• Czasopismo: Studia paedagogica
• Rocznik: 2013
• Numer: 4
• Strony: 57-73

Daty

wydano

2013

Twórcy

autor

Michael Schratz,

autor

Johanna F. Schwarz,

autor

Tanja Westfall-Greiter,

• Studia paedagogica Ústav pedagogických věd Filozofická fakulta Masarykovy univerzity Arna Nováka 1 602 00 Czech republic