Doing Research through Descriptions of Teachers

The idea that teaching is a complex set of practices, deep-rooted in teachers’ personal “being-in-the-world”, underlies this research which employs a phenomenological approach in order to gain an indepth understanding of the teaching experience as it is perceived and thought of by those who are personally involved in it. The research objectives involve both methodological reflection on and knowledge development of teachers’ experience. Qualitative conversational interview is the research technique we have used. This reflection originates from a two year study of teachers’ knowledge about practice: thirty-five teachers were involved each one of whom was interviewed twice. The analysis of the interviews has led to a complex vision of teaching practice, seen from the teachers’ viewpoint. The core of their descriptions concerns several different meanings, expressed by all the teachers of all school grades, creating a composite profile of what teachers consider as essential in their practice. The data analysis led to the recognition of the presence of two main areas of teachers' practice. A research on the meanings teachers develop about their practice can be significant at two different levels: i. methodological; ii. About practical knowledge in schoolwork