Phenomenological Research On The Meaning Of Being A Teacher

Abstract

The aim of this research was to analyze how teachers make sense of being a teacher depending on their professional experiences. This research was designed in descriptive phenomenological design under the qualitative research method that focuses on determining how teachers make sense of teaching experiences. Criterion sampling and maximum variation sampling under purposeful sampling methods were conducted to select the participant of the present study. The data of the study were gathered through a semi-structured interview form including open-ended questions developed by the researcher. A systematic process composed of the steps entitled bracketing, phenomenological reduction, imaginative variation and synthesizing of meanings and essences was conducted to analyze the data. Results revealed that being a teacher was composed of six interrelated components entitled touching the lives of the others, being versatile, self-renewal, guiding, providing new perspectives and struggling with difficulties. The results of the research were discussed in line with the related literature.