From Reflective Practice to Practical Wisdom: A Phenomenological Study of Preservice Teachers' Educational Growth in a Method Course

"The purpose of this qualitative interpretive study was to explore how a middle school English method course affected pre-service teachers' understanding and perception of notions of ""practice"" and ""good teaching"" by using the theoretical and methodological principles of hermeneutic phenomenology and practical philosophy. It was central to this research study to explore the process of educational ""change"" and ""growth"" in preservice teachers' understandings overtime through deliberation, dialogue, and performance in method courses. Theories of philosophical hermeneutics, phenomenology, and practical wisdom by Dewey (1933), Habermas (1973), Gadamer (1975), van Marten (1990), Higgins (2001), Eisner (2002), and Schwandt (2002) guided this study. Theoretical and methodological principles of phenomenology were employed to analyze the data. Phenomenology is one of the interpretive traditions in which qualitative research has been grounded because of the basic propositions that this theory offers to the study of lived experience. Field notes, interviews, journals, autobiographies, and orally told stories are all methods of phenomenology. Collecting and generating the data in this study provided material for a phenomenological interpretation of events in the course."

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Eryaman, Mustafa Yunus

Contributors dc:contributor

• Mark Dressman

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI3242841

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79936