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ERIC Number: EJ1183428
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISSN: EISSN-2382-0349
Phenomenologically Unpacking Teacher's Perceptions of Their 'Best' Teaching Experiences
Kung, Susie; Giles, David; Rogers, Bev
Teachers and Curriculum, v18 n1 p53-59 2018
This article reports on phenomenological research which explored meanings and understandings that were taken for granted within teachers self-selected best teaching experiences. The research occurred within a pre-service Early Childhood Education teacher education course. This research was designed to understand teacher's perceptions of their best teaching experience, having previously used Appreciative inquiry to ascertain students' perceptions of their best experiences within the course (Giles & Kung, 2014). In this inquiry, the research sought deeper ontological understandings of being in these 'best moments'. The analysis enabled four phenomenological themes to be identified: the preparation for relationships, the privileging of experiential pedagogies, the priority of experiences as foundational to teaching and the life of genuine engagement. Teacher's perceptions of their best experiences related to their preparation and readiness for teaching, along with an ongoing concern of aligning practice to a clearly articulated teaching approach.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A