Towards understanding epistemological assumptions of history teacher educators: my experience with phenomenological enquiry Molla, Tebeje 2010, Towards understanding epistemological assumptions of history teacher educators: my experience with phenomenological enquiry, Educational research journal, vol. 25, no. 1, Summer, pp. 27-45. Attached Files Name Description MIMEType Size Downloads Title Towards understanding epistemological assumptions of history teacher educators: my experience with phenomenological enquiry Author(s) Molla, Tebeje Journal name Educational research journal Volume number 25 Issue number 1 Season Summer Start page 27 End page 45 Total pages 19 Publisher The Hong Kong Education Research Association Place of publication Hong Kong Publication date 2010 ISSN 1560-8263 Keyword(s) epistemology historical knowledge phenomenology lived experience Summary This 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. Language eng Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management) Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category C1.1 Refereed article in a scholarly journal HERDC collection year 2010 Persistent URL http://hdl.handle.net/10536/DRO/DU:30064071 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Centre for Research in Educational Futures and Innovation Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 04 Jun 2014, 14:17:24 EST Wed, 04 Jun 2014, 14:49:52 EST Thu, 12 Jun 2014, 12:34:26 EST Thu, 12 Jun 2014, 14:57:14 EST Fri, 13 Jun 2014, 12:16:56 EST Fri, 13 Jun 2014, 12:19:11 EST Fri, 13 Jun 2014, 12:22:26 EST Fri, 13 Jun 2014, 12:23:41 EST Wed, 18 Jun 2014, 15:17:22 EST Wed, 11 Feb 2015, 14:18:20 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 455 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Wed, 04 Jun 2014, 14:17:11 EST by Tebeje Mekonnen