Pub Date : 2023-09-25DOI: 10.46743/2160-3715/2023.5918
Iskra Reic
The aim of this research is to explore the experience of expatriates about cultural differences between home and host countries through a narrative inquiry. There is not enough information in the literature about expatriates’ experiences and how they see the role of cultural differences, cultural distance and cultural competences in adapting to international assignments. Therefore, main research question was how expatriates working in a large multinational pharmaceutical company perceive the role of cultural differences and cultural competencies in their adjustment and performance. A total of 12 expatriates from different home countries on assignment in different host countries participated in the research. A semi-structured, in-depth interview was used for data collection. Data analysis resulted in four major themes – preparation for the assignment, managing cultural differences, adaptation of leadership style, and adaptation to everyday life. The results showed that for a more successful adaptation and effectiveness, a better, longer-term and more comprehensive preparation is needed. Knowledge of cultural differences has proven to be important for work adjustment, but even more for everyday life adjustment and family well-being. Motivation for learning about host country and willingness to understand host culture stood out as key determinants for successful adjustment.
{"title":"Understanding Expatriates' Cultural Adjustment and Performance in International Assignments","authors":"Iskra Reic","doi":"10.46743/2160-3715/2023.5918","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5918","url":null,"abstract":"The aim of this research is to explore the experience of expatriates about cultural differences between home and host countries through a narrative inquiry. There is not enough information in the literature about expatriates’ experiences and how they see the role of cultural differences, cultural distance and cultural competences in adapting to international assignments. Therefore, main research question was how expatriates working in a large multinational pharmaceutical company perceive the role of cultural differences and cultural competencies in their adjustment and performance. A total of 12 expatriates from different home countries on assignment in different host countries participated in the research. A semi-structured, in-depth interview was used for data collection. Data analysis resulted in four major themes – preparation for the assignment, managing cultural differences, adaptation of leadership style, and adaptation to everyday life. The results showed that for a more successful adaptation and effectiveness, a better, longer-term and more comprehensive preparation is needed. Knowledge of cultural differences has proven to be important for work adjustment, but even more for everyday life adjustment and family well-being. Motivation for learning about host country and willingness to understand host culture stood out as key determinants for successful adjustment.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135865446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.46743/2160-3715/2023.6171
Frank Gorritz, Logan Riddle, Jay McCalla, Jacklyn Byrd
This article focuses on the reflexivity process associated with studying Queer, Transgender, Black, and Indigenous People of Colors’ experiences in substance use disorder counseling. Specifically, this article explores the authors’ experience working with QTBIPOC in substance use disorder counseling, studying QTBIPOC counseling research, researching QTBIPOC lived experiences in substance use disorder counseling, and utilizing QTBIPOC affirming research methods in understanding QTBIPOC lived experiences. This article is especially important as it interrogates what it means to identify as a Queer researcher while studying the lived experiences of QTBIPOC. This article also includes implications for conducting counseling research in studying QTBIPOC lived experiences with culturally responsive frameworks.
{"title":"“It Is Nice To Be Seen, Not Gazed At”: A Reflection of Using PhotoVoice and Critical Participatory Action Research With Queer, Trans, Black, and Indigenous People of Color in Substance Use Disorder Counseling","authors":"Frank Gorritz, Logan Riddle, Jay McCalla, Jacklyn Byrd","doi":"10.46743/2160-3715/2023.6171","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6171","url":null,"abstract":"This article focuses on the reflexivity process associated with studying Queer, Transgender, Black, and Indigenous People of Colors’ experiences in substance use disorder counseling. Specifically, this article explores the authors’ experience working with QTBIPOC in substance use disorder counseling, studying QTBIPOC counseling research, researching QTBIPOC lived experiences in substance use disorder counseling, and utilizing QTBIPOC affirming research methods in understanding QTBIPOC lived experiences. This article is especially important as it interrogates what it means to identify as a Queer researcher while studying the lived experiences of QTBIPOC. This article also includes implications for conducting counseling research in studying QTBIPOC lived experiences with culturally responsive frameworks.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135865476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.46743/2160-3715/2023.5976
Jukka Ojasalo, Marius Wait, Ronan MacLaverty
Communities of practice (CoP) have become a popular source of knowledge-sharing and learning in organizations. However, several problems occur in managing them and more knowledge about this area is needed. This article addresses this knowledge gap and aims to understand and describe how to facilitate communities of practice in a large corporation. The research draws on a qualitative case study based on interviews with people involved in CoPs in a large multinational technology company and the analysis followed the method introduced by Gioia et al. (2013). The findings relate to participants' conceptions of the nature of CoPs, how CoPs align with the organizational structure of the company in which they operate, and a CoP’s working model. This research extends the knowledge of how to facilitate CoPs, with several findings about the characteristics and challenges of CoPs and potential solutions to their problems. It also helps practitioners who are responsible for establishing and leading CoPs in organizations by proposing a pragmatic approach to doing that.
{"title":"Facilitating Communities of Practice: A Case Study","authors":"Jukka Ojasalo, Marius Wait, Ronan MacLaverty","doi":"10.46743/2160-3715/2023.5976","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5976","url":null,"abstract":"Communities of practice (CoP) have become a popular source of knowledge-sharing and learning in organizations. However, several problems occur in managing them and more knowledge about this area is needed. This article addresses this knowledge gap and aims to understand and describe how to facilitate communities of practice in a large corporation. The research draws on a qualitative case study based on interviews with people involved in CoPs in a large multinational technology company and the analysis followed the method introduced by Gioia et al. (2013). The findings relate to participants' conceptions of the nature of CoPs, how CoPs align with the organizational structure of the company in which they operate, and a CoP’s working model. This research extends the knowledge of how to facilitate CoPs, with several findings about the characteristics and challenges of CoPs and potential solutions to their problems. It also helps practitioners who are responsible for establishing and leading CoPs in organizations by proposing a pragmatic approach to doing that.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135865442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.46743/2160-3715/2023.6695
Jessica Parker, Veronica Richard, Kimberly Becker
This article investigates the potential of Large Language Model (LLM) tools like ChatGPT in aiding researchers in the development and refinement of interview protocols. We found that ChatGPT could generate appropriate interview questions, craft key questions, provide feedback on protocols, and simulate interviews, indicating its potential to reduce time and effort, particularly when human resources are limited. This article builds upon previous authors’ insights and suggestions regarding developing and refining interview protocols to maximize the chances of achieving research aims, especially for novice researchers. Additionally, the researchers highlight the flexibility of these tools in adapting to different research contexts and cultural considerations. Ethical considerations and human oversight are emphasized as critical components in the responsible implementation of these tools. The research also paves the way for further exploration into the integration of LLMs into other aspects of research processes and offers suggestions for the use of LLMs in interview protocol development and refinement. The findings encourage a broader discussion on the evolving role of technology in academic research and present an exciting avenue for future studies in hybrid human-AI engagements in scholarly pursuits.
{"title":"Flexibility & Iteration: Exploring the Potential of Large Language Models in Developing and Refining Interview Protocols","authors":"Jessica Parker, Veronica Richard, Kimberly Becker","doi":"10.46743/2160-3715/2023.6695","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6695","url":null,"abstract":"This article investigates the potential of Large Language Model (LLM) tools like ChatGPT in aiding researchers in the development and refinement of interview protocols. We found that ChatGPT could generate appropriate interview questions, craft key questions, provide feedback on protocols, and simulate interviews, indicating its potential to reduce time and effort, particularly when human resources are limited. This article builds upon previous authors’ insights and suggestions regarding developing and refining interview protocols to maximize the chances of achieving research aims, especially for novice researchers. Additionally, the researchers highlight the flexibility of these tools in adapting to different research contexts and cultural considerations. Ethical considerations and human oversight are emphasized as critical components in the responsible implementation of these tools. The research also paves the way for further exploration into the integration of LLMs into other aspects of research processes and offers suggestions for the use of LLMs in interview protocol development and refinement. The findings encourage a broader discussion on the evolving role of technology in academic research and present an exciting avenue for future studies in hybrid human-AI engagements in scholarly pursuits.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135865478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-17DOI: 10.46743/2160-3715/2023.5903
Masoomeh Estaji, Farhad Ghiasvand
Teacher assessment identity (TAI) as a vital element of teacher professionalism has recently flourished in educational assessment. However, unpacking its developmental trajectories has been left uncharted. Against this gap, this study scrutinized the dynamism of TAI under the influence of audio diaries. In so doing, 22 novice and experienced Iranian EFL teachers uploaded their audio-diaries on a website for two months. They did so once a week and ultimately 176 audio diaries were gleaned. Moreover, to explore the participants’ perceptions of TAI considering audio diary, a semi-structured interview was held with ten teachers. The results of content and thematic analysis revealed that both novice and experienced EFL teachers’ assessment identities were improved by audio diaries. Initially, the participants concentrated on the theoretical principles of assessment, while at the end they shifted toward social aspects of assessment and professionalism. Furthermore, the results of interviews indicated that audio diaries are promising tools to capture TAI as they allow the participants to do self-reflection, deep thinking, iterative analysis of ideas, and keep a record of their assessment perceptions and practices for future use. The study has implications for EFL teachers and teacher educators by enhancing their knowledge and understanding of TAI and its dynamism.
{"title":"Tracing the Dynamics of Teacher Assessment Identity (TAI) Through Web-Based Audio Diaries","authors":"Masoomeh Estaji, Farhad Ghiasvand","doi":"10.46743/2160-3715/2023.5903","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5903","url":null,"abstract":"Teacher assessment identity (TAI) as a vital element of teacher professionalism has recently flourished in educational assessment. However, unpacking its developmental trajectories has been left uncharted. Against this gap, this study scrutinized the dynamism of TAI under the influence of audio diaries. In so doing, 22 novice and experienced Iranian EFL teachers uploaded their audio-diaries on a website for two months. They did so once a week and ultimately 176 audio diaries were gleaned. Moreover, to explore the participants’ perceptions of TAI considering audio diary, a semi-structured interview was held with ten teachers. The results of content and thematic analysis revealed that both novice and experienced EFL teachers’ assessment identities were improved by audio diaries. Initially, the participants concentrated on the theoretical principles of assessment, while at the end they shifted toward social aspects of assessment and professionalism. Furthermore, the results of interviews indicated that audio diaries are promising tools to capture TAI as they allow the participants to do self-reflection, deep thinking, iterative analysis of ideas, and keep a record of their assessment perceptions and practices for future use. The study has implications for EFL teachers and teacher educators by enhancing their knowledge and understanding of TAI and its dynamism.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135257892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-17DOI: 10.46743/2160-3715/2023.6191
Kristie S. Johnson, Donald "DJ" Mitchell, Jakia Marie
Within this phenomenological study, we explored the lived experiences of 15 foreign-born U.S. college and university presidents (USCUP) to determine how their cultural background and traditions may have influenced their leadership and prepared them to lead. We also examined the strategies foreign-born USCUPs, who also self-identified as people of color, utilized to navigate to and through the presidential pipeline. We used asset-based community development to theoretically frame the study. The following research questions shaped this study: 1) What are the experiences of foreign-born USCUPs in their journey to the college presidency, and how do foreign-born USCUPs perceive the influence of their cultural background on their journey to the presidency? 2) What strategies and approaches can be identified from the experiences of foreign-born USCUPs in navigating the presidential pipeline and advancing to the presidency? Five themes emerged: 1) Coming to America; 2) Living in Two Worlds; 3) Ready or Not, Here I Come; 4) Go Back To Your Country!; and 5) If I Ruled The World. We close with recommendations for practice and future research.
{"title":"“We Live in Two Worlds”: A Phenomenological Exploration of the Experiences of Foreign-Born U.S. College and University Presidents","authors":"Kristie S. Johnson, Donald \"DJ\" Mitchell, Jakia Marie","doi":"10.46743/2160-3715/2023.6191","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6191","url":null,"abstract":"Within this phenomenological study, we explored the lived experiences of 15 foreign-born U.S. college and university presidents (USCUP) to determine how their cultural background and traditions may have influenced their leadership and prepared them to lead. We also examined the strategies foreign-born USCUPs, who also self-identified as people of color, utilized to navigate to and through the presidential pipeline. We used asset-based community development to theoretically frame the study. The following research questions shaped this study: 1) What are the experiences of foreign-born USCUPs in their journey to the college presidency, and how do foreign-born USCUPs perceive the influence of their cultural background on their journey to the presidency? 2) What strategies and approaches can be identified from the experiences of foreign-born USCUPs in navigating the presidential pipeline and advancing to the presidency? Five themes emerged: 1) Coming to America; 2) Living in Two Worlds; 3) Ready or Not, Here I Come; 4) Go Back To Your Country!; and 5) If I Ruled The World. We close with recommendations for practice and future research.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135259103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-17DOI: 10.46743/2160-3715/2023.6536
Prokopis A. Christou
Theory development is an important component of academic research since it can lead to the acquisition of new knowledge, the development of a field of study, and the formation of theoretical foundations to explain various phenomena. The contribution of qualitative researchers to theory development and advancement remains significant and highly valued, especially in an era of various epochal shifts and technological innovation in the form of Artificial Intelligence (AI). Even so, the academic community has not yet fully explored the dynamics of AI in research and there are significant gaps in our understanding of how AI can be used most effectively in the context of theory building. The aim of this paper, which is driven by critical and conceptualization methodological dynamics, is to investigate the role of AI in the theory development process. As such, it critically evaluates the opportunities and limitations of AI in theory building, delivers a conceptual map of the nexus between AI and theory development, and presents key considerations for the use of AI in the creation of new theories or the advancement of existing ones. Though the necessity of AI tools in theory creation is contested given that the researchers' cognitive and evaluative skills are regarded as critical in this process, the value of AI in advancing theory is not to be underestimated.
{"title":"The Use of Artificial Intelligence (AI) in Qualitative Research for Theory Development","authors":"Prokopis A. Christou","doi":"10.46743/2160-3715/2023.6536","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6536","url":null,"abstract":"Theory development is an important component of academic research since it can lead to the acquisition of new knowledge, the development of a field of study, and the formation of theoretical foundations to explain various phenomena. The contribution of qualitative researchers to theory development and advancement remains significant and highly valued, especially in an era of various epochal shifts and technological innovation in the form of Artificial Intelligence (AI). Even so, the academic community has not yet fully explored the dynamics of AI in research and there are significant gaps in our understanding of how AI can be used most effectively in the context of theory building. The aim of this paper, which is driven by critical and conceptualization methodological dynamics, is to investigate the role of AI in the theory development process. As such, it critically evaluates the opportunities and limitations of AI in theory building, delivers a conceptual map of the nexus between AI and theory development, and presents key considerations for the use of AI in the creation of new theories or the advancement of existing ones. Though the necessity of AI tools in theory creation is contested given that the researchers' cognitive and evaluative skills are regarded as critical in this process, the value of AI in advancing theory is not to be underestimated.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135259102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to analyze the barriers faced by farmer groups in establishing a cooperative to manage a machinery rental business. The qualitative method with a multi-case study approach was used in this study with farmer groups as the research objects and chairpersons and members as the participants. The chairpersons were chosen by purposeful sampling and the members by snowball sampling. Data collection techniques were in-depth interviews and focus group discussions. The data credibility tests were triangulation and member checks. The results showed that all chairpersons and members positively responded to the cooperative and that the main barrier to establishing cooperatives in farmer groups was the absence of volunteers. The barriers for farmer groups that had volunteers included: (1) it was difficult to find members who wanted to become administrators because they felt they were unable to overcome the problem of shortage of operators and customers; (2) the obligation to make financial reports to the Cooperative Office and members; (3) management has not been able to prepare financial reports; and (4) expensive notary fees. Our recommendations for the Ministry of Agriculture are to assign agricultural extension civil servants as volunteers and to conduct operator training. The recommendation to the Ministry of Cooperatives is to guide the preparation of financial reports.
{"title":"Barriers to Establish a Cooperative to Manage a Machinery Rental Business in Farmer Groups: A Multi-Case Study Approach","authors":"Sri Hanggana, Andi Asri Hapsari, Putri Nugrahaningsih, Amirotul Musthofiah Hidayah Mahmudah","doi":"10.46743/2160-3715/2023.5955","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5955","url":null,"abstract":"This study aimed to analyze the barriers faced by farmer groups in establishing a cooperative to manage a machinery rental business. The qualitative method with a multi-case study approach was used in this study with farmer groups as the research objects and chairpersons and members as the participants. The chairpersons were chosen by purposeful sampling and the members by snowball sampling. Data collection techniques were in-depth interviews and focus group discussions. The data credibility tests were triangulation and member checks. The results showed that all chairpersons and members positively responded to the cooperative and that the main barrier to establishing cooperatives in farmer groups was the absence of volunteers. The barriers for farmer groups that had volunteers included: (1) it was difficult to find members who wanted to become administrators because they felt they were unable to overcome the problem of shortage of operators and customers; (2) the obligation to make financial reports to the Cooperative Office and members; (3) management has not been able to prepare financial reports; and (4) expensive notary fees. Our recommendations for the Ministry of Agriculture are to assign agricultural extension civil servants as volunteers and to conduct operator training. The recommendation to the Ministry of Cooperatives is to guide the preparation of financial reports.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curriculum change is one way of adapting education in the face of various scientific and technological developments. These changes lead to different views from numerous educational actors, one of which is teachers. This study aims to explore biology teachers' perspectives on curriculum change in Indonesia. A qualitative phenomenological study with semi-structured interviews explored the biology teachers' perspectives. The interview results were analyzed using the thematic analysis method with ATLAS.ti 22 software to determine themes. The results showed four themes from biology teachers' perspectives on curriculum change, which are (1) the factors affecting independent curriculum implementation; (2) the teachers' concerns; (3) the teachers' efforts; (4) the support systems needed by teachers. Biology teachers' perspectives show that teachers experience various problems and concerns but still strive to implement learning according to the curriculum. Synergistic support from schools, colleagues, government, educational colleges, and parents of students is needed for the successful implementation of an independent curriculum.
{"title":"Biology Teachers’ Perspective on Change of Curriculum Policy: A Case for Implementation of “Independent” Curriculum","authors":"Kintan Limiansi, Suranto Aw, Paidi Paidi, Caly Setiawan","doi":"10.46743/2160-3715/2023.6204","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6204","url":null,"abstract":"Curriculum change is one way of adapting education in the face of various scientific and technological developments. These changes lead to different views from numerous educational actors, one of which is teachers. This study aims to explore biology teachers' perspectives on curriculum change in Indonesia. A qualitative phenomenological study with semi-structured interviews explored the biology teachers' perspectives. The interview results were analyzed using the thematic analysis method with ATLAS.ti 22 software to determine themes. The results showed four themes from biology teachers' perspectives on curriculum change, which are (1) the factors affecting independent curriculum implementation; (2) the teachers' concerns; (3) the teachers' efforts; (4) the support systems needed by teachers. Biology teachers' perspectives show that teachers experience various problems and concerns but still strive to implement learning according to the curriculum. Synergistic support from schools, colleagues, government, educational colleges, and parents of students is needed for the successful implementation of an independent curriculum.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.46743/2160-3715/2023.4764
Isaac W. Calvert, Melissa Noel Hawkley, Samantha Swift
This case study examines Yanchar, Spackman, and Faulconer’s “Learning as Embodied Familiarization” (hereafter LAEF) framework in the case of a violinmaking apprenticeship. Its purpose is to critically examine each facet of the LAEF framework as manifest in the lived experience of both master and apprentice. While previous studies investigating this framework have used various qualitative and hermeneutic methodologies, none have done so from a prolonged, ethnographic perspective. This perspective comes from an immersive autoethnography in which I apprenticed under a master violinmaker in an informal, one-on-one workshop environment for six months working four to five days a week for three to four hours each day. By analyzing fieldnotes, interviews, artifacts and video recordings of work sessions, this article situates each facet of the LAEF framework in this lived experience of apprenticeship learning and explores its insights and limitations within this specific case. Findings show that LAEF provides a robust lens through which one may consider human learners as agents, meaningfully engaged in their own learning, where making deliberate choices when presented with unfamiliarity allows them to explore, gain experience, and become in the learning process.
{"title":"Violinmaking Apprenticeship: A Qualitative Investigation of Learning as Embodied Familiarization","authors":"Isaac W. Calvert, Melissa Noel Hawkley, Samantha Swift","doi":"10.46743/2160-3715/2023.4764","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.4764","url":null,"abstract":"This case study examines Yanchar, Spackman, and Faulconer’s “Learning as Embodied Familiarization” (hereafter LAEF) framework in the case of a violinmaking apprenticeship. Its purpose is to critically examine each facet of the LAEF framework as manifest in the lived experience of both master and apprentice. While previous studies investigating this framework have used various qualitative and hermeneutic methodologies, none have done so from a prolonged, ethnographic perspective. This perspective comes from an immersive autoethnography in which I apprenticed under a master violinmaker in an informal, one-on-one workshop environment for six months working four to five days a week for three to four hours each day. By analyzing fieldnotes, interviews, artifacts and video recordings of work sessions, this article situates each facet of the LAEF framework in this lived experience of apprenticeship learning and explores its insights and limitations within this specific case. Findings show that LAEF provides a robust lens through which one may consider human learners as agents, meaningfully engaged in their own learning, where making deliberate choices when presented with unfamiliarity allows them to explore, gain experience, and become in the learning process.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：