Researcher experience as an instrument of investigation of a phenomenon: An example of heuristic research

Brisola, Elizabeth Brown Vallim; Cury, Vera Engler

doi:10.1590/1982-027520160001000010

Cited by 20 publications

(14 citation statements)

References 16 publications

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“…Wilson (2015) advised that participants in a phenomenological study should be fascinated in and committed to investigating their lived experiences. Similarly, Brisola and Cury (2016) commented that in phenomenological research, the participant selection is very important because the participants are few in number (ranging from 10 to 15 participants). The authors also proposed that the participants should have an individual experience of the phenomenon and be enthusiastic about taking part in interviews with the inquirer in a way that allows an encounter between them, not simply a collection of data or exchange of information.…”

Section: Participant Selectionmentioning

confidence: 99%

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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As a consequence of globalisation, English language teaching (ELT) has been identified as one of the key emphases of the national education reforms in Vietnam. Professional development (PD) of teachers attempts to enhance the quality of ELT. However, there is a paucity of research investigating English as a foreign language (EFL) lecturers’ perceptions towards their experiences of PD in order to understand how PD currently functions and could potentially function within the context of Vietnamese higher education. My project has sought to address this gap by contributing insights into tertiary EFL lecturers’ PD experiences. More specifically, this study has drawn on Bronfenbrenner’s (1979) ecological systems theory and Knowles’ (1980) andragogy theory as theoretical frameworks for understanding how tertiary EFL lecturers experience PD as adult learners and the contextual factors which influence their PD experiences. A phenomenological research design as proposed by Moustakas (1994) enabled lecturers’ lived experiences of PD to be explored through phenomenological interviews with 12 EFL lecturers across the three groups of beginning, midcareer, and late-career and four academic managers at one Vietnamese university. The recruitment of the participants from the three groups aimed to examine lecturers’ experiences of PD at their different career stages. The inclusion of both lecturers and academic managers was considered essential in collecting multiple perspectives on the PD experiences. In addition, document analysis was used to collect information from national and institutional documents in order to better understand the contexts within which lecturers experienced PD. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Influenced by the national language reforms and important projects such as Project 2020 and Project 911, EFL lecturers had been exposed to a wide range of formal PD activities (e.g., seminars, workshops, and conferences) and job-embedded PD activities (e.g., research projects, textbook and teaching material development, and professional meetings) in the three years prior to data collection. Lecturers expressed their need for further PD activities that were content-focused, on-going, collaborative, and specific to their career-stage. EFL lecturers’ involvement in PD activities was positively influenced by enablers (e.g., the status of English as a global language, national policies and projects, student outcomes, occupational prestige, and personal responsibility), but there were also barriers hampering lecturers’ career development (e.g., top-down national requirements, inappropriate institutional policies, insufficient collegial and managerial support, and time constraints). This study demonstrates that PD initiatives for Vietnamese tertiary EFL lecturers need to be reformed. At the national level, it is important for the Vietnamese government and MOET to understand lecturers’ real needs for PD when implementing any PD activities. At the institutional level, a comprehensive framework with specific requirements and guidelines regarding lecturers’ engagement in PD activities would bring greater coherence and consistency. At the individual level, a proactive role by EFL lecturers would further foster their professional growth along with fulfilling the national and institutional requirements. The findings of this study are represented through an integrated framework of effective PD for tertiary EFL lecturers which combines three main aspects of content, context, and process. This representation helps to shed light on what PD planners and academic managers need to focus on when planning, organising, and implementing PD activities in the setting of Vietnamese education reforms. Implications are drawn for PD planners, academic managers, and EFL lecturers as these groups need to closely collaborate in order to promote lecturers’ PD and improve the quality of ELT in Vietnam. Implications for future research are also discussed. The study makes significant contributions to current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

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Section: Participant Selectionmentioning

confidence: 99%

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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“…Themes emerged during the analysis and were informed by the researchers' subjective experiences of the remote WFH mode through process explication (Conklin, 2007). In process explication, "researchers attend to their awareness, feelings, thoughts, beliefs, and judgments as a prelude to the understanding that is derived from conversations and dialogues with others" (Brisola and Cury, 2016). Constant comparisons between the transcripts and the emerging system of themes and sub-themes were engaged, and the repeated re-description of the various aspects of each theme was performed until it appeared that no further changes could improve the consistency and accuracy of the analysis, signalling that the point of theoretical saturation had been reached (Strauss and Corbin, 1990).…”

Section: Discussionmentioning

confidence: 99%

The impacts and success factors of a work-from-home service-learning internship during COVID-19

Wong¹,

Lau²,

Chan³

2021

JWAM

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PurposeCOVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and learning outcomes of student interns on an eight-week S-L internship programme, and the key factors in terms of its success.Design/methodology/approachA qualitative research methodology is adopted by interviewing nine student interns and four supervisors from three community partner organisations (CPOs) to understand their experiences of how the WFH mode has impacted intern work performance and learning outcomes. Thematic analysis is used for the data analysis.FindingsThe interns uncover a number of negative WFH impacts on the S-L internship, including ineffective communication and management practice, low work efficiency and quality, a lack of task variety and learning opportunities and distractions in the home environment. Furthermore, five critical factors for WFH success are also identified, including prior preparation, effective communication systems, personal motivators at work, the nature of the job in relation to it being suited to the WFH mode, and organisational support.Originality/valueThe study examines impacts on student work performance and learning outcomes in an S-L summer internship programme operating under the WFH mode as a result of the COVID-19 pandemic. Key success factors and practical recommendations have been developed for enhancing the future success of S-L internships operating under the WFH mode.

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“…A pesquisa foi desenvolvida por meio do método fenomenológico no qual o pesquisador propõe-se a ir a campo em busca de uma oportunidade para compreender o fenômeno de interesse, da forma como ele se dá na realidade concreta, desenvolvendo-se num processo que se inicia pelos significados de uma dada experiência para as pessoas e segue com as interpretações do pesquisador acerca dos elementos que constituem a complexidade do fenômeno (Ales Bello, 2004;Brisola & Cury, 2016). O objetivo do estudo consistiu em compreender a experiência de pacientes que são assistidos por um SAD ligado ao SUS em um município do Estado de São Paulo.…”

Section: Métodounclassified

A Experiência De Pacientes Assistidos Por Um Serviço De Atenção Domiciliar (Sad)

Oliveira

Cury

2020

psicolestud

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Apresentam-se os resultados de uma pesquisa de doutorado em psicologia, que buscou compreender, fenomenologicamente, a experiência de pacientes assistidos por um Serviço de Atenção Domiciliar (SAD), vinculado ao Sistema Único de Saúde (SUS), num município do Estado de São Paulo. A pesquisadora realizou encontros dialógicos individuais, mediados por uma questão norteadora, com sete pacientes adultos de ambos os sexos e a partir de suas impressões, escreveu narrativas compreensivas sobre a experiência de cada participante. Excertos dessas narrativas serão aqui apresentados, assim como os elementos essenciais da experiência de ser cuidado em casa. Concluiu-se que a vivência do cuidado em domicílio favorece a autonomia do paciente, possibilitando o convívio com os familiares e a manutenção de elementos identitários presentes na moradia. Como contribuição deste estudo, aponta-se que o espaço da casa, enquanto contexto de cuidado em saúde favorece relações interpessoais positivas entre a equipe de profissionais de saúde, pacientes e familiares, tornando-o potencialmente mais humanizador.

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Researcher experience as an instrument of investigation of a phenomenon: An example of heuristic research

Cited by 20 publications

References 16 publications

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

The impacts and success factors of a work-from-home service-learning internship during COVID-19

A Experiência De Pacientes Assistidos Por Um Serviço De Atenção Domiciliar (Sad)

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