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

Abstract

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.

A Vignette-Based Transformative Multiphase Mixed Methods Interventional Study Featuring Venn Diagram Joint Displays: Financial Education With Hong Kong Early Adolescent Ethnic Minority Students

“…It was decided that a second intervention (Phase 2b) would be beneficial. A phenomenologically oriented vignette (Ammann, 2018;Schratz et al, 2013) was written (Table 3). Each sentence of this was an experience of the students elicited during Phase 1 that had been confirmed as important and relevant during Phase 2a.…”

“…However, many students reported that the imagined Story D lacked authenticity as they simply said they would not go to the theme park, and although the discussion could proceed hypothetically, it was less applicable. It was decided to revert to the students' experiences as the source and write a new phenomenologically oriented vignette (Ammann, 2018;Schratz et al, 2013). This was used for Phase 2b to explore financial decision making in a richer context (Table 3).…”

The Heroine’s/Hero’s Journey—A Call for Transformation? Transformative Learning, Archetypal Patterns, and Embodied Knowing/Learning

“…In order to explore the phenomena of personal transformation I participated in a six-day Heroine/Hero’s Journey workshop in Germany in 2018. The methodological lens of this research is the phenomenologically oriented vignette research (Peterlini, 2016; Schratz et al, 2013). To describe a phenomenon through the lens of vignette research is to show “how something emerges as something in perception, performance, action, analysis or imagination” (Schratz et al, 2013, p. 60).…”

“…The methodological lens of this research is the phenomenologically oriented vignette research (Peterlini, 2016; Schratz et al, 2013). To describe a phenomenon through the lens of vignette research is to show “how something emerges as something in perception, performance, action, analysis or imagination” (Schratz et al, 2013, p. 60). In order to be able to pinpoint these direct moments of co-experienced experiences, a sensual and embodied description of that which arises is required.…”

“…I analyzed the interviews and the vignettes pointing to the phenomena of personal transformation and summarized themes and structures that contained transformative potential creating dense narratives of affective and poignant experiential moments to re-create my experience of the participants’ experiences. Creating the vignettes during the workshop and reading the interviews after the workshop, I chose passages that seemed/felt important to re-create the experience in the reader (Schratz et al, 2013, p. 63). During the interview process, the bodily impressions were captured by taking notes.…”