Author ORCID Identifier
https://orcid.org/0009-0004-8322-740X
Abstract
The professional growth of teachers is complex to study given the many factors involved in both adult learning and student outcomes. This article proposes phenomenology as an effective philosophy and method to provide a holistic investigation by describing a hermeneutic study of the professional learning experiences of teachers in the International Baccalaureate program. It is hoped this account will clarify some of the misconceptions regarding the different forms of phenomenology and provide detailed guidance to researchers utilizing this methodology to study professional development and other forms of learning in educational contexts.
Recommended Citation
Whaley, R. (2024). Using Hermeneutic Phenomenology to Research Teacher Professional Learning. The Interactive Journal of Global Leadership and Learning, 3(1). https://doi.org/10.55354/2692-3394.1047
Included in
Adult and Continuing Education and Teaching Commons, Educational Assessment, Evaluation, and Research Commons
