Demystifying the Notion of Charisma: Microethnographic Case Study
Location
DeSantis Room 1052
Format Type
Plenary
Format Type
Paper
Start Date
17-1-2020 3:30 PM
End Date
17-1-2020 3:50 PM
Abstract
This micro-ethnographic case study within a larger longitudinal ethnography project focused on the teaching style of one veteran teacher in a public urban elementary school in the North-Eastern U.S. The purpose of this research grounded in social semiotics theory (Frank and Jewitt, 2001; Kress, 2011; Van Leeuwen, 2005) was to have a deeper insight in the phenomenon of charismatic teaching (Archer, 1994) in order to better understand the nature of charismatic qualities in educators. The data was collected via field notes, observations, interviews, photographs, and video recordings of the teacher in the focus of this research. Thematic coding was used for the interview analysis (Saldana, 2012). The data obtained via observations, interviews, and recordings were triangulated, analyzed, and synthesized following the postulates by Ely et al., 1991; Creswell, 2007; Glesne, 2010; and Seidman, 2013. Multimodal language analysis of the video and screenshots was conducted according to Erickson’s (2011) principles. The dialogues between the participant and her students were scrutinized in accordance with the micro-ethnographic research traditions (e.g., Blackledge & Creese, 2009; Erickson, 2004; Gee, 2011; Higgins et al., 2003). This research found that individuals have the potential to elaborate their own charismatic qualities. This study is of great significance, as the findings of this research imply that vast audiences of educators might learn from the best teaching practices demonstrated by this research participant. To the benefit of their students, teachers might consider uncovering and developing their hidden charismatic qualities and implement their charismatic teaching styles in their classroom instruction.
Keywords
Microethnographic case study, charisma, charismatic qualities, charismatic teaching style, professional development
Demystifying the Notion of Charisma: Microethnographic Case Study
DeSantis Room 1052
This micro-ethnographic case study within a larger longitudinal ethnography project focused on the teaching style of one veteran teacher in a public urban elementary school in the North-Eastern U.S. The purpose of this research grounded in social semiotics theory (Frank and Jewitt, 2001; Kress, 2011; Van Leeuwen, 2005) was to have a deeper insight in the phenomenon of charismatic teaching (Archer, 1994) in order to better understand the nature of charismatic qualities in educators. The data was collected via field notes, observations, interviews, photographs, and video recordings of the teacher in the focus of this research. Thematic coding was used for the interview analysis (Saldana, 2012). The data obtained via observations, interviews, and recordings were triangulated, analyzed, and synthesized following the postulates by Ely et al., 1991; Creswell, 2007; Glesne, 2010; and Seidman, 2013. Multimodal language analysis of the video and screenshots was conducted according to Erickson’s (2011) principles. The dialogues between the participant and her students were scrutinized in accordance with the micro-ethnographic research traditions (e.g., Blackledge & Creese, 2009; Erickson, 2004; Gee, 2011; Higgins et al., 2003). This research found that individuals have the potential to elaborate their own charismatic qualities. This study is of great significance, as the findings of this research imply that vast audiences of educators might learn from the best teaching practices demonstrated by this research participant. To the benefit of their students, teachers might consider uncovering and developing their hidden charismatic qualities and implement their charismatic teaching styles in their classroom instruction.