Las concepciones docentes sobre democracia en educación en España. Un estudio fenomenográfico

Garrido, Cynthia Martinez; Hidalgo, Nina; Vázquez, Carmen Márquez; Oliver, Raquel Graña

doi:10.17811/rifie.51.3.2022.293-302

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…La experiencia nos dice que las entrevistas fenomenográficas suelas ser breves, mucho más de lo que estamos acostumbrados en la investigación cualitativa. Con una duración promedio de unos 20 minutos(Hidalgo y Murillo, 2017;Martínez-Garrido et al, 2022;Murillo e Hidalgo, 2017.…”

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El método fenomenográfico en la investigación educativa

Torrecilla¹,

Hidalgo²,

Martínez-Garrido

2022

RiiTE

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Phenomenography is a methodological approach born a few decades ago in educational research that has been little used in educational technology research. Phenomenography, in essence, analyses the variations in the conceptions that people have about a phenomenon in the world around them, its focus is not on understanding the different conceptions that different individuals have and that help to understand the different ways of conceiving a given phenomenon. In this article we aim to describe what phenomenography is and how it is used in educational research with the ultimate goal of encouraging the development of more and better educational research. Thus, after reviewing the concept of phenomenography and conceptions as the main object of study in this method, we analyze one of the most relevant aspects of the phenomenographic approach, which is the selection of participants and its differences with respect to other qualitative research, the defining characteristics of the phenomenographic interview, which is the main technique for collecting information in phenomenographic research, and the particularities of the data analysis process. In addition, some examples of the use of phenomenography in educational technology research are analyzed, identifying the main characteristics they share and concluding by presenting the main contributions of the method and the advantages of its use. La fenomenografía es un enfoque metodológico nacido hace pocas décadas de la investigación educativa que ha sido poco utilizado en la investigación sobre tecnología educativa. La fenomenografía, en esencia, analiza las variaciones en las concepciones que tienen las personas relativas a un fenómeno del mundo que les rodea, su foco no está en comprender las diferentes concepciones que tienen los distintos individuos y que ayuden a entender las distintas formas de concebir un determinado fenómeno. En este artículo pretendemos hacer una descripción de qué es y cómo se usa la fenomenografía en la investigación educativa con la finalidad última de fomentar el desarrollo de una mayor y mejor investigación educativa. Así, tras hacer una revisión sobre el concepto de fenomenografía y de las concepciones como principal objeto de estudio en este método, se analiza uno de los aspectos más relevantes del enfoque fenomenográfico que es la selección de los participantes y sus diferencias con respecto a otras investigaciones cualitativas, las características definitorias de la entrevista fenomenográfica que la su principal técnica de recogida de información de las investigaciones fenomenográficas y las particularidades del proceso de análisis de los datos. Además, se analizan algunos ejemplos del uso de la fenomenografía en la investigación sobre tecnología educativa identificando las principales características que comparten y se concluye presentando los principales aportes del método y ventajas de su utilización.

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El método fenomenográfico en la investigación educativa

Torrecilla¹,

Hidalgo²,

Martínez-Garrido

2022

RiiTE

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Teachers' conceptions of democracy in education in schools in challenging and favorable contexts

Moreno-Medina,

Martínez-Garrido,

Allen

2024

IJNE

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It is increasingly necessary to advance towards a deeper understanding of teaching practices aimed at teaching for, in and from, democratic principles. For this reason, this research seeks to understand teachers' conceptions of democracy in education in Spain. To this end, a phenomenographic study was carried out with 58 Spanish teachers selected according to the level of education they teach (Primary and Secondary Education) and the ownership of the school (public and private-subsidized). The data collection technique was the phenomenographic interview. The results indicate the existence of three categories of conceptions of democracy in education: i) that which refers to the participation of the agents in the school and its functioning, ii) that which considers it as the sense of belonging and emancipation of the protagonists of the educational process and, iii) that which understands it as a social responsibility of the school and its protagonists. Understanding teachers' conceptions of democracy in education helps to move towards an education in democracy in which democratic values are taught and everyone has the opportunity to live together and participate in decision-making processes.

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Las concepciones docentes sobre democracia en educación en España. Un estudio fenomenográfico

Cited by 2 publications

References 15 publications

El método fenomenográfico en la investigación educativa

El método fenomenográfico en la investigación educativa

Teachers' conceptions of democracy in education in schools in challenging and favorable contexts

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