Teachers in conversations with children on difficult topics. Phenomenographic reconstruction
- Institution: University of Gdańsk
- Year of publication: 2017
- Source: Show
- Pages: 141-157
- DOI Address: https://doi.org/10.15804/IFforE2017.10
- PDF: iffe/10/iffe1010.pdf
The text presents the results of the author’s own research, conducted together with the students of the University of Gdansk, as part of a course Strategies for qualitative research. The study reconstructs teachers’ methods of understanding difficult topics and describes their experience of conversations with children inspired by difficult questions. In the first part, I describe the phenomenography as an accepted strategy of qualitative research. The second part presents research results, or categories of description, and thus teachers’ concepts of meanings ascribed to difficult topics as well as a description of their experiences.