Deep Swimming and Murky Waters: Phenomenological Interviewing - Reflections from the Field
Education Journal
Volume 3, Issue 3, May 2014, Pages: 170-178
Received: Apr. 16, 2014; Accepted: May 4, 2014; Published: May 20, 2014
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David King, Hibernia College, Dublin; EdD Candidate, School of Education, University of Sheffield, 388 Glossop Road, Sheffield, S10 2JA, UK
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The overall aim of this exercise is to reflect on the merits and caveats of phenomenological interviewing as an educational research tool. To this end, I endeavor to conduct small-scale research using phenomenological interviewing and analysis and to reflect on the process. The phenomenon being researched is junior secondary pupils’ (13-16) lived experience of teacher-pupil mentoring as part of a 2011-2012 school based mentoring initiative in a mixed gender community school in South East Ireland. Issues related to the use of phenomenology in educational research shall be presented, leading to the derived research question. Interviews as a research instrument shall be discussed, with particular emphasis on phenomenological interviewing, followed by sampling and ethical concerns. Interpretative phenomenological analysis (IPA) and discussion of findings are presented, followed by conclusions drawn from the study. Finally, I shall reflect on whether the process has succeeded in answering the research question whilst also offering my opinions on the promises and pitfalls of phenomenological interviewing and suggestions for future practice.
Phenomenology, Interviewing, Teacher-Pupil Mentoring
To cite this article
David King, Deep Swimming and Murky Waters: Phenomenological Interviewing - Reflections from the Field, Education Journal. Vol. 3, No. 3, 2014, pp. 170-178. doi: 10.11648/
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