Being a practitioner: an application of Heidegger’s phenomenology

Wilson, Anthea

doi:10.7748/nr.21.6.28.e1251

Cited by 17 publications

(13 citation statements)

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“…First, Silverman (2010) argues that qualitative research approaches sometimes leave out contextual sensitivities, and focus more on meanings and experiences. Phenomenological approach, for instance, attempts to uncover, interpret and understand the participants' experience (Wilson, 2014;Tuohy et al, 2013). Similarly, Cumming (2001) focused on the participants' experience rather than any other imperative issues in the context.…”

Section: Disadvantagesmentioning

confidence: 99%

The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review

Rahman¹

2016

JEL

498

253

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The researchers of various disciplines often use qualitative and quantitative research methods and approaches for their studies. Some of these researchers like to be known as qualitative researchers; others like to be regarded as quantitative researchers. The researchers, thus, are sharply polarised; and they involve in a competition of pointing out the benefits of their own preferred methods and approaches. But, both the methods and approaches (qualitative and quantitative) have pros and cons. This study, therefore, aims to discuss the advantages and disadvantages of using qualitative and quantitative research approaches and methods in language testing and assessment research. There is a focus on ethical considerations too. The study found some strengths of using qualitative methods for language "assessment and testing" research-such as, eliciting deeper insights into designing, administering, and interpreting assessment and testing; and exploring test-takers' behaviour, perceptions, feelings, and understanding. Some weaknesses are, for instance, smaller sample size and time consuming. Quantitative research methods, on the other hand, involve a larger sample, and do not require relatively a longer time for data collection. Some limitations are that quantitative research methods take snapshots of a phenomenon: not in-depth, and overlook test-takers' and testers' experiences as well as what they mean by something. Among these two research paradigms, the quantitative one is dominant in the context of language testing and assessment research.

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Section: Disadvantagesmentioning

confidence: 99%

The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review

Rahman¹

2016

JEL

498

253

View full text Add to dashboard Cite

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“…Os enfermeiros manifestam o desejo de controlo da formação informal como estratégia de intensificação e proliferação desta valência formativa, reconhecendo a importância desta formação no seu percurso profissional, mas desvirtualizando-a da sua informalidade. Macedo et al (2014) salientam a necessidade de, nesta relação de colaboração, se enquadrarem os peritoslíderes clínicos -envolvidos em processos denominados de crítico-reflexivos por Wilson (2014), num continuum de desenvolvimento profissional progressivo e (re)construção identitária entre pares.…”

Section: Discussionunclassified

Formação e transições laborais em enfermagem: efeitos na identidade e no desenvolvimento profissional

Fernandes

Araújo

Pereira

2017

R Est Inv Psico y Educ

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ResumoAs alterações na sociedade refletem-se na formação, na profissão e no trabalho dos enfermeiros, originando novas profissionalidades. Neste estudo, de paradigma qualitativo, pretendeu-se conhecer as implicações da formação nas transições no mundo de trabalho, na identidade e no desenvolvimento profissional dos enfermeiros. Aplicou-se o Inventário de Identidade Psicossocial. A valorização da formação formal e informal nas transições laborais, permite a (re)construção de identidades baseadas na praticidade científica, na evolução dos saberes, integrada nos projetos profissionais, na partilha de conhecimentos e experiências entre pares e interprofissionais e no estabelecimento de referências para o desenvolvimento e aperfeiçoamento dos cuidados de enfermagem. Palavras-chave: transições, trabalho, formação, identidade, desenvolvimento. AbstractThe changes in society are reflected in the training, the profession and the work of the nurses, giving rise to new professionalism. In this study, a qualitative paradigm was intended to know the implications of training in transitions in the world of work, in the identity and professional development of nurses. The Psychosocial Identity Inventory was applied. In this study, a qualitative paradigm was intended to know the implications of training in transitions in the world of work, in the identity and professional development of nurses. The Psychosocial Identity Inventory was applied. The valorisation of formal and informal training in work transitions allows the (re)construction of identities based on scientific practicality, on the evolution of knowledge, integrated into professional projects, on the sharing of knowledge and experiences among peers and interprofessionals, and on the establishment of references for the development and improvement of nursing care. Keywords:transitions, work, training, identity, development.Formação e transições laborais A formação, a profissão e o trabalho alteraram-se com as mudanças sociais modificando-se e transformando o sujeito social numa "ação individual e coletiva, da pessoa humana que, a partir de um leque de oportunidades em aberto, é capaz de construir o seu próprio caminho, construindo modos de emancipação social do trabalho que permitam a atualização de todas as potencialidades do ser humano." (Canário, 2016, p. 276), ao proporcionar diferentes articulações entre o trabalho e a aprendizagem. Sendo referido por Abreu (2001) que "o espaço de trabalho confunde-se com o espaço da formação" (p.20), com um papel de socialização e qualificação para a profissão de enfermeiros na formação inicial, permitindo a transição para o mundo do trabalho. Todavia, as influências da formação não se esgotam neste período; esta relação de influência da formatividade prolonga-se ao longo do seu desenvolvimento como profissional, com formações formais (pós-graduações, formação contínua em serviço) e com a formação informal.Neste sentido, pretende-se conhecer as implicações da formação nas transições no mundo de trabalho na identidade e no desenvolv...

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“…These have been accompanied by a number of theoretical orientated publications which have shared the potential insights for both teachers and pupils of using phenomenological theories to understand learning in physical education (Thorburn, 2008;Brown, 2013;Stolz, 2013). Phenomenological positions have also aimed to understand more broadly how undergraduate students approach studying (Greasley and Ashworth, 2007) or their experiences of moving between student and professional identities (Secrest, Norwood and Keatley, 2003;Ferm, 2008;Wilson, 2014). Research reflecting undergraduate students' lived experiences of studying and being assessed in practical activities within physical education or sport is less prolific.…”

Section: Introductionmentioning

confidence: 99%

Lived experiences of undergraduate physical education students studying gymnastics and dance education

Ward

Scott

2019

Sport, Education and Society

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The focus of this study was to understand undergraduate students' experiences of gymnastics and dance education within the scrutiny of modular learning in Higher Education. A phenomenological position was adopted in order to understand the wholeness of students' experiences whereby identities are constituted through their lived lives. This allowed us to understand the students' identities as relational to the learning and assessment context and their lives within and beyond university. Open-ended interviews were conducted with a purposive sample of students who consented to share their experiences. Data was analysed using Merleau-Ponty's theorising of identity as an embodied cohesion or habit between prepersonal and personal existence. This is revealed through opaqueness and transparencies of consciousness which in this study were revealed through the seven identities of the participants; Negotiating and surviving White space, Strategic masculine competitor, Seeking reassurance, Racially strategic to be unique, Seeking dependence to achieve, Strategically insular and Willing explorer. These identities help to shed light on the tensions Higher Education students may experience when confronted with new learning situations in which they are to be assessed. We concluded that getting to know students, and the opacities and transparencies of their identities, could be of great value in shaping their being as students. In striving to understand the habitual behaviours of students, it is possible to understand how the subject-matter being taught might be received by students within the wider context of their being in the world .

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Being a practitioner: an application of Heidegger’s phenomenology

Abstract: Given the expanding diversity of nursing roles, this methodology offers a route for improving our understanding of the implications for the nurses occupying particular roles.

Cited by 17 publications

References 0 publications

The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review

The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review

Formação e transições laborais em enfermagem: efeitos na identidade e no desenvolvimento profissional

Lived experiences of undergraduate physical education students studying gymnastics and dance education

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