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Towards understanding epistemological assumptions of history teacher educators: my experience with phenomenological enquiry
journal contribution
posted on 2010-01-01, 00:00 authored by Tebeje Molla MekonnenTebeje Molla MekonnenThis paper draws upon the methodological aspect of my thesis project completed in June 2007. At the center of the research problem was the question: How do history teacher educators (HTEs) in Bahir Dar University comprehend the sources and nature of historical knowledge? Phenomenological approach to research was employed in an attempt to explicate invariant structures of their epistemic assumptions of history as a school subject. Accordingly, with six purposefully selected educators as research participants, in the two-month time field work, in- depth interview and essay questions for personal text were used to gather qualitative data. Then, the data were analyzed thematically using an adapted six-phase model and interpretive themes emerged as findings of the study. And it was learnt that the educators have a very muddled conception and unquestioned assumptions on the nature and sources of historical knowledge. With this, also phenomenological enquiry, with difficulties and rewards of its own, was found to be an appropriate strategy to understand personal meaning and beliefs of the educator with regard to disciplinary knowledge of history. The paper, therefore, describes the way I employed phenomenological research approach to understand the case, and presents my personal experience of it as a beginner education researcher.
History
Journal
Educational research journalVolume
25Issue
1Season
SummerPagination
27 - 45Publisher
The Hong Kong Education Research AssociationLocation
Hong KongISSN
1560-8263Language
engPublication classification
C1.1 Refereed article in a scholarly journalUsage metrics
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