Purpose

This conceptual article aims to examine the application of interpretative phenomenology to research on teacher experience. It covers methodological theory and practical interpretative approaches that are pertinent for generating useful insights into an educational issue.

Design/methodology/approach

Drawing on an illustrative research on secondary teachers' disciplinary and pedagogical reasoning and classroom practices in Ghana, this article explores the author's musings and introspection around carrying out an interpretative phenomenological research and demonstrates how the approach helped to amplify teachers' voices.

Findings

The article demonstrates that the canons of interpretative phenomenology and qualitative research in general, while translatable to practice, need to be regarded as a series of emergent decisions and actions rather than prescriptive set of principles. The article explains that educational researchers must recognise interpretation as the lifeblood of the approach and move beyond the description of essences and explicate participants' experiences of phenomena using workable frames of interpretation.

Originality/value

The article extends the current methodological knowledge base by contributing to international discussions on qualitative research and to an understanding of the applicability of interpretative phenomenological research design to research on teacher reasoning and practice. It also serves as a useful methodological resource for novice researchers.

中文翻译：

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通过解释性现象学研究为教师发声：一种方法论考虑

目的

这篇概念性文章旨在检验解释现象学在教师体验研究中的应用。它涵盖了与产生对教育问题的有用见解相关的方法论理论和实用的解释方法。

设计/方法/方法

本文借鉴了对加纳中学教师的学科和教学推理以及课堂实践的说明性研究，探讨了作者围绕进行解释性现象学研究的思考和反思，并展示了该方法如何有助于扩大教师的声音。

发现

本文表明，解释性现象学和定性研究的规范虽然可以转化为实践，但需要被视为一系列紧急决策和行动，而不是规定性的一套原则。文章解释说，教育研究人员必须将解释视为方法的命脉，并超越对本质的描述，并使用可行的解释框架来解释参与者对现象的体验。

原创性/价值

本文通过促进关于定性研究的国际讨论以及对解释性现象学研究设计对教师推理和实践研究的适用性的理解，扩展了当前的方法论知识基础。它还可以作为新手研究人员的有用方法资源。