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Abstract
This article provides a personal and procedural account of the methodological journey undertaken for a doctoral study on the lived experiences of teacher educators practicing Social Reconstructionism in Ethiopian higher education. Navigating the complex terrain of phenomenological inquiry, the author details a Hybrid Phenomenological Model that integrates the procedural rigor of Clark Moustakas's descriptive method (e.g., horizonalization and imaginative variation) as a structural scaffold, with the interpretive attitude of hermeneutical phenomenology (Max van Manen, Martin Heidegger) as the guiding lens for meaning construction. The chronicle traces a five-phase data analysis process, from the initial challenge of epoché and immersion, through the methodical steps of incubation and illumination, to the final act of creative synthesis. The author reflects on the practical challenges, scholarly decisions, and the commitment to procedural transparency gained, demonstrating how the researcher's self-awareness is central to the justifiable execution of a complex methodology. This piece offers a roadmap for fellow researchers seeking to blend established traditions to uncover the essence of lived experience.
Keywords
phenomenological research, qualitative data analysis, epoché, hermeneutics, hybrid model, noesis
Publication Date
10-31-2026
Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Worku, M. Y. (2026). From epoché to essence: A methodological chronicle of hybrid phenomenological data analysis. The Qualitative Report, 31(10), 6949-6961.
ORCID ID
https://orcid.org/0000-0001-9363-961X
Included in
Curriculum and Instruction Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons
