Phenomenographic elaboration: arts-based inquiry as a complement to data collection and analysis
Paper
Paper/Presentation Title | Phenomenographic elaboration: arts-based inquiry as a complement to data collection and analysis |
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Presentation Type | Paper |
Authors | Turner, Michelle (Author) and Noble, Karen (Author) |
Journal or Proceedings Title | Proceedings of the Annual International Australian Association for Research in Education Conference 2015 (AARE 2015) |
ERA Conference ID | 50546 |
Number of Pages | 12 |
Year | 2015 |
Place of Publication | Australia |
Web Address (URL) of Paper | http://www.aare.edu.au/ |
Conference/Event | Annual International Australian Association for Research in Education Conference 2015 (AARE 2015) |
International Conference of the Australian Association for Research in Education | |
Event Details | Annual International Australian Association for Research in Education Conference 2015 (AARE 2015) Event Date 29 Nov 2015 to end of 03 Dec 2015 Event Location Fremantle, Australia |
Event Details | International Conference of the Australian Association for Research in Education |
Abstract | Phenomenograhy, as an approach to educational research, began appearing in publications early in the 1980s with the predominant form of data drawn from semi-structured interviews. As a qualitative approach, it is used to describe the variations in people’s experiences through their own discourse and for analyzing meaning that people ascribe to their world. Critics of this approach have highlighted the need to pay closer attention to a deep examination of the phenomenon. This paper provides an overview of a doctoral study in progress, whereby a methodological elaboration has been developed in response to these points of critique. Given that the study sits within the early childhood education and care (ECEC) field, the authors postulate that by combining an arts-based inquiry technique with the traditional semi-structured interview technique, participants were more likely to feel at ease and therefore a greater depth of reflection on their own experiences would likely ensue. The production of the arts-based plate, as a representation of each participant’s lived experience in relation to the impacts of regulation on ECEC teacher’s pedagogy and practice, was used as a ‘spark’ to commence the semi-structured interview process and equally, provide an anchor for reference points for both participant and interviewer throughout that process. We argue that this methodological elaboration allowed a deeper examination of the phenomenon. |
Keywords | phenomenography; arts-based inquiry; early childhood education |
ANZSRC Field of Research 2020 | 390302. Early childhood education |
Public Notes | Abstract only published in conference proceedings. |
Byline Affiliations | School of Teacher Education and Early Childhood |
Australian Catholic University | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q3520/phenomenographic-elaboration-arts-based-inquiry-as-a-complement-to-data-collection-and-analysis
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