2023-10-27 Scott Daniel
A phenomenography of lecturing
Phenomenography is a research methodology for characterising critical variation in people’s experience of a phenomenon, based on variation theory. In my PhD research, I used phenomenography to investigate academics’ conceptions of lecturing.
In this interactive talk I give a crash course in phenomenography and summarise the findings from my PhD research, detailing the five ‘ways of experiencing’ lecturing that I identified, along with the three themes of expanding awareness (student diversity, interaction, and the purpose of a lecture) that help frame them.
My PhD findings are summarised in this paper.
Daniel, S. (2022). "A phenomenographic outcome space for ways of experiencing lecturing" Higher Education Research & Development 41(3): 681-698.
For those interested in some background reading on phenomenography and how we can make sense of interview data here is a sample of papers to start on:
Bowden, J. A., & Green, P. (2005). Doing developmental phenomenography. RMIT University Press.
Bussey, T. J., Orgill, M., & Crippen, K. J. (2013). Variation theory: A theory of learning and a useful theoretical framework for chemical education research [10.1039/C2RP20145C]. Chemistry Education Research and Practice, 14(1), 9-22. https://doi.org/10.1039/C2RP20145C
Säljö, R. (1997). Talk as Data and Practice — a critical look at phenomenographic inquiry and the appeal to experience. Higher Education Research & Development, 16(2), 173-190. https://doi.org/10.1080/0729436970160205
Sandberg, J. (2005). How do we justify knowledge produced within interpretive approaches? In Organ. Res. Methods (Vol. 8, pp. 41-68).
Sandbergh, J. (1997). Are Phenomenographic Results Reliable? Higher Education Research & Development, 16(2), 203-212. https://doi.org/10.1080/0729436970160207