Fenomenologi og kvalitativ forskning: Forutsetningsproblematikk og metodologiske refleksjoner
Nordisk tidsskrift for utdanning og praksis June 15, 2026 Espen Dyngeland, Gunn Engelsrud
Phenomenology has recently gained increased attention among qualitative researchers and master's students in education, both in Norway and internationally. A considerable amount of research now draws inspiration from phenomenology, yet there is wide variation in how it is understood, applied, and which sources are used. Debates continue about whether specific criteria must be met for a study to be called phenomenological. This article illuminates fundamental premises and methodological choices that contribute to designating qualitative research in pedagogy and educational science as phenomenological.