Examinando por Materia "Fenomenología"
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Publicación Acceso abierto A phenomenological study of central stakeholders' leadership experiences and school outcomes(2022-08-24) Castillo Chica, Neivys Leivys; Aguas Castillo, Pedro PabloWhile many scholars agree on the influence and importance principal leadership has on some school processes, still little is known about how principals influence or shape school processes, leading to debate about the degree of impact they might have. The purpose of this phenomenological study was to examine how school principals go through school processes such as achieving school outcomes, playing leadership roles, and making school improvements Through this phenomenological study of 5 participants at an urban public school I intended to answer the phenomenological question, “How do central stake holders make sense of their leadership in a public urban secondary school in a city in Colombia? The study employed seven step Stevick-Colaizzi’s--Keen method of phenomenological analysis and a descriptive approach to phenomenology. Data was collected through in-depth, semi-structured interviews, and reflective diaries. Six themes emerged from the data: 1) The power of connectedness, 2) The wholeness of communication, 3) Awareness of a sense of community, 4) A sense of practicalness in education, 5) The uniqueness of a leadership style, 6) Awareness of a commitment to a mission. The findings from this study provided a deeper understanding of the influence principal leadership has on school outcomes and they added to the current body of research regarding the relationship between principal leadership and school improvement.Publicación Embargo La evaluación de los aprendizajes en inglés como lengua extranjera: un estudio fenomenológico(2023-08-03) Acevedo Muentes, Miguel Angel; Aguas Castillo, Pedro PabloAbstract Assessment has always played a vital role in foreign language teaching processes. Recently, national and international research has investigated the phenomenon of assessment in the foreign language classroom. This study aimed to explore the lived experiences of assessment of four undergraduate students in the classroom of a private language center in the north of Colombia. This study involves the five steps of Giorgi's method for phenomenological analysis. The data were collected through Semi-structured in-depth interviews and a reflective diary. Five themes emerged from the data: 1) intentionality and meaning of assessment praxis. 2) a feeling of acceptance and bonding as an added value. 3) The hidden face of assessment, 4) the disdain for the institutional assessment, and 5) a sense of professional integrity.Publicación Acceso abierto Fenomenología de la inclusión educativa de estudiantes invidentes en la enseñanza de las Ciencias Sociales en la ciudad de Montería(2023-04-03) Viloria Rivera, Manuel Andrés; Carrascal Torres, Socorro NohemyEducational attention to students with disabilities has gone from being an object of study in the philosophical, pedagogical and didactic fields to a demand of contemporary society expressed in legal regulations that claim the right to education without discrimination. The report presented here is the result of the retrospective analysis of the author's own experience as a teacher of Social Sciences, in his attempt to include a visually impaired student in an institutional classroom reality. Based on Max Van Manen's Phenomenology-Hermeneutics, a qualitative, critical and phenomenological methodological design is constructed that allows retrospective analysis and that, with the conversational interview as a research technique, allows the achievement of the proposed objectives. The result is a phenomenological-hermeneutic document, which aspires to be a theoretical understanding of the lived experience and, at the same time, a contribution to the construction of an inclusive didactics of Social Sciences, understood as a science of the construction of meaning.Publicación Acceso abierto Resignificando mi futuro reproductivo: el viacrucis de un grupo de mujeres que lograron sobrevivir a una preeclampsia severa, Montería 2021(Universidad de Córdoba, 2021-08-01) Baena Nieto, Marlene Beatriz; Bula Romero, Javier AlonsoObjetivo. Develar el significado de la experiencia vivida de un grupo de mujeres que sobrevivieron a una preeclampsia severa. Materiales y Método. Se realizó un estudio cualitativo con enfoque fenomenológico hermenéutico-interpretativo. Resultados. En este estudio, se identificaron cuatro espacios vitales donde se puede recrear y encarnar las experiencias vividas de un grupo de mujeres que sobrevivieron a una preeclampsia severa. El primero de ellos es la consulta prenatal o la consulta de urgencias, espacio donde reciben de manera sorpresiva el diagnóstico de preeclampsia; el segundo es el proceso de remisión, marcado por la incertidumbre y la angustiante espera; el tercero es entrar al quirófano para desembarazarla y alejarla de su hijo, cuya vida resulta incluso más importante que la propia; el cuarto, y último, es estar en la unidad de cuidados intensivos, donde sienten que su vida pende de un hilo y que deben luchar para sobrevivir. Conclusiones. Al reconstruir la experiencia vivida de estas mujeres, se pude evidenciar el impacto del diagnóstico y el tránsito por diferentes escenarios que recrean ambientes llenos de incertidumbre y sufrimiento emocional. La experiencia de haber presentado preeclampsia severa motivó a la mayoría de participantes a resignificar su futuro reproductivo, pues fue reconocido el peligro de la preeclampsia por las consecuencias que, a mediano y largo plazo, pueden presentar en su historial obstétrico.Publicación Acceso abierto Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study.(2020-06-02) Durango López, Laura Beatriz; Vidal Vanegas, Leydis JohanaTechnology has brought many advantages in people's lives and it has supported many fields, including the educational field. Teachers and students have been benefited with the inclusion of technology inside the classrooms. There have been several studies related to the benefits that technology has brought for the schools. However, there is still a need for more phenomenological research in our context about English teachers’ lived experiences about the use of technology in their classrooms. Particularly, the limitations that they have faced during their teaching practices. The purpose of this study was to explore and understand English teachers’ lived experiences about the use of technology in the EFL classroom. Seidman (2006) three series of interviews model was used to collect the data. The data analysis was carried out through Colaizzi’s (1978) method of seven steps for descriptive phenomenology. The analysis process provided four themes: (a) The Transcendence of Being a User, (b) Awareness of a Value, (c) The Experience of Being Technology-illiterate, and (d) The Smoothness of Communication and Sense of Improvement. The findings of this study provide accounts of the participant’s experiences about the significance of being a user, sense of improvement and value and the limitations inside the EFL classroom, and also the experiences gave meaning to the inclusion of technology in the teaching-learning process.