Using Interpretative Phenomenological Analysis in music education research: An authentic analysis system for investigating authentic learning and teaching practice

2019 ◽  
Vol 37 (3) ◽  
pp. 454-475
Author(s):  
Renée Crawford
Keyword(s):  
Education Research ◽  
Music Education ◽  
Interpretative Phenomenological Analysis ◽  
Teaching Practice ◽  
Authentic Learning ◽  
Evidence Base ◽  
Phenomenological Analysis ◽  
Social Contexts ◽  
Learning And Teaching ◽  
Analysis System

Interpretative Phenomenological Analysis (IPA) is an experiential research methodology that aims to rigorously investigate personal meaning and lived experience. Informed by phenomenological philosophy, hermeneutics and idiography, IPA allows researchers to conduct a detailed exploration of how participants construct meaning from their personal and social contexts. The method has been applied further afield in social science disciplines such as education. This article provides insight into the process of conducting IPA in music education research, which is illustrated by material taken from studies conducted by the author who began using the analysis system in 2005. In this context IPA is regarded as an authentic approach situated in constructivism for exploring and interpreting authentic learning and teaching practice. It is proposed that such an approach can be used in music education qualitative research studies to provide an evidence-base for practice.

Music enables the holistic development and discovery of self: A phenomenological study of two Christian musicians

2016 ◽  
Vol 45 (3) ◽  
pp. 400-416 ◽  
Author(s):  
Annabella S. K. Fung
Keyword(s):  
Music Education ◽  
Identity Formation ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Social Contexts ◽  
Value Systems ◽  
Structured Interviews ◽  
Holistic Development ◽  
Human Needs ◽  
Self Discovery

Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.

scholarly journals Digital Storytelling Experiences of Social Studies Pre-Service Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Emine Özlem Yiğit
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Interpretative Phenomenological Analysis ◽  
Digital Storytelling ◽  
Phenomenological Analysis ◽  
Social Studies Teachers ◽  
Learning And Teaching ◽  
Face To Face ◽  
Survey Questions ◽  
Digital Stories

The purpose of the present study is to determine the pre-service social studies teachers’ opinions about digital storytelling process that they were experienced during 2018-2019 fall term. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through programs like windows movie maker, IMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depended on their answers to survey questions. Three of them were who generally stated most positive views towards the digital storytelling process and other three were who generally reflected the challenges and difficulties during the process.

scholarly journals A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

2021 ◽  
Author(s):  
Hau Ho
Keyword(s):  
New Zealand ◽  
International Students ◽  
Cultural Values ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Master's Students ◽  
Learning And Teaching ◽  
Hard Time ◽  
Aotearoa New Zealand ◽  
Academic Settings

<b>International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.</b><div><b><br></b><p>This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. </p> <div><b><br></b></div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. <p><br></p><p>In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. </p> <p><br></p><p>Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</p></div>

scholarly journals A home away from home? An interpretative phenomenological analysis of Vietnamese students’ acculturation experiences in Aotearoa-New Zealand

2021 ◽  
Author(s):  
Hau Ho
Keyword(s):  
New Zealand ◽  
International Students ◽  
Cultural Values ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Master's Students ◽  
Learning And Teaching ◽  
Hard Time ◽  
Aotearoa New Zealand ◽  
Academic Settings

<b>International students’ experiences are a major concern for universities and educational researchers. Globally, Vietnam is a top source country for international students. Universities in Aotearoa-New Zealand host an increasing number of Vietnamese students, but researchers often subsume this group into generic cultural and ethnic categories such as ‘Asian student’. As a result, little is known about their experience.</b><div><b><br></b><p>This study explores the everyday experiences of 10 Vietnamese master’s students from an Aotearoa-New Zealand university through a series of semi-structured in-depth interviews. An interpretative phenomenological analysis approach enabled me to capture the essential meanings of the participants’ experiences and understand what it was like to be Vietnamese students in Aotearoa-New Zealand. </p> <div><b><br></b></div>As the participants built new lives in Aotearoa-New Zealand, they dealt with the practicalities of uncomfortable or difficult housing conditions as well as established relationships within the diverse cultural contexts of the host country. Accommodation issues had a significant impact on their studies and sense of security and belonging. The students had a hard time finding a place to live. Not feeling comfortable, safe or at peace in their new houses, they did not feel like they were at home. They did not view their houses as a place where they could take refuge and leave the hustle of life outside. <p><br></p><p>In academic settings, the students initially struggled to deal with a range of new and unfamiliar learning and teaching styles (e.g., classroom discussion) and conventions about referencing and citing. These made them feel overwhelmed and bewildered. During these formative months, many of them experienced language difficulties, a sense of cultural dislocation, and a deep yearning for their families. These difficulties forced them to learn to deal with challenges and become independent. The students drew strength from their Vietnamese cultural values and practices to overcome difficulties. </p> <p><br></p><p>Based on the findings, I propose a framework for exploring the experience of short-term Vietnamese international students. The study provides implications for host universities to assist Vietnamese students as they orient themselves to daily life in Aotearoa-New Zealand.</p></div>

“Working in Concert”: Examining Music’s Role in Cross-Curricular Education

2018 ◽  
Author(s):  
Emily Browne
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
Progressive Pedagogy ◽  
Subject Areas ◽  
The Cross ◽  
The Many ◽  
The Relationship

The purpose of this presentation is to investigate the power of the cross-curricular teaching and learning practice while exploring the relationship between music and other subject areas in an educational environment. In recent years, the curriculum of countries such as Sweden, Australia, and the United Kingdom, has placed greater emphasis on utilizing the cross-curricular learning and teaching practice. This progressive pedagogy strives to engage students by connecting different curricular areas within an activity or lesson. Students have the opportunity to engage in a deeper form of learning, applying their knowledge and transferring their skills as they discover similarities between distinct subject areas. Additionally, the cross-curricular practice can attract pupils to disciplines that otherwise might not have held their attention. As everyday life is filled with tasks that draw on multiple subject areas, this teaching approach ultimately enables the educational system to better prepare pupils for their future. However, the cross-curricular practice can pose a challenge to teachers who lack confidence in their knowledge of content across the many curricular areas. This is particularly relevant to music education, as many teachers who do not possess a solid knowledge base of skills and techniques shy away from incorporating music into their teaching practice. Nevertheless, cross-curricular learning seems to be a valuable learning process, therefore, I will discuss method of incorporating music into cross-curricular lessons in order to provide  

Occupational Therapy and Interpretative Phenomenological Analysis: Comparable Research Companions?

2009 ◽  
Vol 72 (8) ◽  
pp. 332-338 ◽  
Author(s):  
Jane Cronin-Davis ◽  
Alan Butler ◽  
Christine A Mayers
Keyword(s):  
Occupational Therapy ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Occupational Therapists ◽  
Evidence Base ◽  
Phenomenological Analysis ◽  
Data Process ◽  
Analysis Process ◽  
Complete Access ◽  
Research Analysis

Interpretative phenomenological analysis (IPA) is a research method gaining in popularity, particularly in health psychology and related fields. Derived from phenomenology, as the name suggests, it has potential for occupational therapy as an underpinning framework for research. This method was developed to enable researchers to provide participants with the opportunity to describe their perceptions of their lived experiences, which are subsequently interpreted by the researcher. A two-stage data process allows participants to make sense of their own world while the researcher attempts to make sense of participants' lived experiences. IPA acknowledges that researchers cannot gain complete access to the participant's world and that each participant is an expert in his or her field. However, it does recognise that the researcher's analysis of this world is a dynamic and interpretative process. During the research analysis process, themes are identified and connected and followed by higher-order interpretation. Data can be collected using a variety of methods, including interviews, case studies and focus groups. This paper describes the potential of IPA as an appropriate and worthy methodology for occupational therapists and, therefore, an important adjunct to the occupational therapy evidence base.

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