scholarly journals Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity

2021 ◽  
Vol 21 (93) ◽  
Author(s):  
Tuğba UYGUN-ERYURT
Keyword(s):  
Professional Identity ◽  
Mathematics Teaching ◽  
Phenomenological Study ◽  
Teaching Anxiety

scholarly journals Midwives’ perceptions of being ‘with woman’: a phenomenological study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Zoe Bradfield ◽  
Yvonne Hauck ◽  
Ravani Duggan ◽  
Michelle Kelly
Keyword(s):  
Professional Identity ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Descriptive Phenomenology ◽  
Midwifery Practice ◽  
Individual Interviews ◽  
Care Models ◽  
Development Of Language ◽  
Analyse Data ◽  
Expert Commentary

Abstract Background Being ‘with woman’ is a central construct of the midwifery profession however, minimal research has been undertaken to explore the phenomenon from the perspective of midwives. The aim of this study was to describe Western Australian midwives’ perceptions of the phenomenon of being ‘with woman’ during the intrapartum period. Methods Descriptive phenomenology was selected as the methodology for this study. Thirty one midwives working across a variety of care models participated in individual interviews. Giorgi’s four stage phenomenological approach was employed to analyse data. Results Three themes were extracted 1) Essential to professional identity; 2) Partnership with women; and 3) Woman-Centred Practice. Midwives described the importance of being ‘with woman’ to the work and identification of midwifery practice. Developing a connection with the woman and providing woman-centred care inclusive of the woman’s support people was highlighted. Conclusions For the first time, we are able to offer evidence of how midwives understand and perceive the phenomenon of being ‘with woman’ which has theoretical and practical utility. Findings from this study provide evidence that supports expert commentary and confirms that midwives conceptualise the phenomenon of being ‘with woman’ as essential to the identity and practice of the profession. Some previously identified ‘good midwifery practices’ were revealed as practical manifestations of the phenomenon. This new knowledge facilitates clarity and provides evidence to support statements of professional identity, which is useful for the development of educational curricula as well as supporting graduate and professional midwives. The findings emphasise the importance of the development of language around this important philosophical construct which permeates midwifery practice, enhances professional agency and supports the continued emphasis of being ‘with woman’ with new understanding of its applied practices in a variety of care models.

scholarly journals Pre-Service English Teachers’ Narrative Identity

2020 ◽  
Vol 11 (1) ◽  
pp. 92-101
Author(s):  
Ömer Gökhan ULUM
Keyword(s):  
Professional Identity ◽  
Teacher Candidates ◽  
Narrative Identity ◽  
Phenomenological Study ◽  
Personal Constructs ◽  
Phenomenological Inquiry ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
The World ◽  
Practicum Experiences

Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

Professional identity and hospital‐based registered nurses: A phenomenological study

Nursing Forum ◽  
2020 ◽  
Vol 55 (3) ◽  
pp. 389-394 ◽  
Author(s):  
Tullamora T. Landis ◽  
Billie M. Severtsen ◽  
Michele R. Shaw ◽  
Carrie E. Holliday
Keyword(s):  
Professional Identity ◽  
Registered Nurses ◽  
Phenomenological Study

scholarly journals Emotion work: an exploratory Study of Experiences Among Family Law Practitioners

2020 ◽  
Author(s):  
◽  
Andrea Subryan
Keyword(s):  
Professional Identity ◽  
Incidental Learning ◽  
Phenomenological Study ◽  
Family Law ◽  
Identity Conflict ◽  
Display Rules ◽  
Structured Interviews ◽  
Hermeneutic Phenomenological ◽  
Workplace Experiences ◽  
Display Rule

Family law practitioners can potentially experience display rule conflict in the workplace. Such conflicts result when family law practitioners comply with competing display rules from their profession, their organisation, and their clients. Research relating to display rule conflict is in its infancy. The phenomenon of display rule conflict was explored to contribute to knowledge in the literature and to inform family law practitioners of such conflicts and how to cope with them. To this end, a hermeneutic phenomenological study was conducted on family law practitioners' workplace experiences of display rule conflict. Two sociocultural theories, professional identity theory and community of coping theory, underpinned this study. Semi-structured interviews of ten family law practitioners comprising partners, solicitors, and paralegals provided data which were analysed by inductive thematic analysis and qualitative hermeneutic phenomenology. Findings revealed four themes: expectations, professional identity, support by offloading, and learning. Furthermore, all participants experienced emotional complexities, tensions and conflicts when they complied with competing expectations to manage and display appropriate emotions during interactions with stakeholders in accordance with diverse formal and informal display rules. Additionally, family law practitioners formed and participated in communities of coping as a means of dealing with display rule conflict. The theme, learning, threaded through the other themes where incidental learning in communities of coping or intended learning in communities of practice were of significant value to participants in this study. It is through learning that family law practitioners were able to recognise expectations from stakeholders and display rule conflicts in various forms and find ways of coping with such conflicts. Time constraints, identity conflict, and power status factors influenced the extent to which knowledge was shared in communities to negotiate the professional identity of the family law practitioners and to uphold perceived power imbalances in the workplace.

scholarly journals Counselling and professionalism: A phenomenological analysis of counsellor experience

2016 ◽  
Vol 4 (2) ◽  
pp. 148-165 ◽  
Author(s):  
Christine Tapson
Keyword(s):  
Professional Identity ◽  
Phenomenological Study ◽  
Phenomenological Analysis ◽  
Emotional Reactions ◽  
Structured Interviews ◽  
Organisational Structures

In this article, the author discusses findings from an interpretative phenomenological study which explores challenging issues in relation to professionalism for counselling, and illuminates features in need of consideration in relation to organisational contexts. These features include the rapid reconfiguration of professionalism in response to contemporary organisational structures such as policy and managerial driven incentives. Using two individual semi-structured interviews, the meaning of professionalism for counsellors is explored. The author proposes that the rapidly growing disparity between old or occupational professionalism, as opposed to new or organizational professionalism, causes uncertainty for counsellors who may struggle to maintain their professional identity. The counsellor’s sense of professionalism is further disempowered if they feel themselves unheard, causing the counsellor to either resist or disengage from organizational obligations. Findings suggest that a counsellor’s sense of professionalism is more ably communicated if their place in an organisation is enacted rather than imposed. The author discusses the experiences of two counsellors in relation to the literature on professionalism, with focus upon the emotional reactions which were expressed as to organisational changes.

scholarly journals Investigation of the Relationship Between Class Teachers’ Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables

2021 ◽  
Vol 14 (7) ◽  
pp. 91
Author(s):  
Coşkun Küçüktepe ◽  
Sevgi Balkan
Keyword(s):  
Mathematics Teaching ◽  
Primary Schools ◽  
Mathematical Thinking ◽  
Comparative Method ◽  
Length Of Service ◽  
School Year ◽  
Teaching Anxiety ◽  
And Mathematics ◽  
Parametric Analyses ◽  
The Relationship

The current study aimed to investigate the relationship between class teachers’ level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of İstanbul in the 2019-2020 school year. As the data collection tools, the “Class Teachers’ Mathematical Thinking Scale” and the “Mathematics Teaching Anxiety Scale” were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers’ levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were found to be varying significantly depending on gender. In addition, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were also found to be varying depending on the type of high school graduated and the length of service in the profession.

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