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Teacher Learning in a Community of Practice: A Case Study of ...

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<strong>in</strong>terview schedule was presented to the participants one week prior to the <strong>in</strong>terview so<br />

that they could th<strong>in</strong>k about the issues raised and provide some depth <strong>in</strong> their answers as<br />

opposed to provid<strong>in</strong>g superficial answers '<strong>of</strong>fthe cuff'. Participants were at liberty to<br />

refra<strong>in</strong> from answer<strong>in</strong>g any question they deemed 'sensitive'. All participants, however,<br />

were happy to answer all questions posed. All <strong>in</strong>terviews were conducted at participants'<br />

schools, except for one that was conducted at a participant's home. This was at the<br />

request <strong>of</strong>the participant. Each <strong>in</strong>terview lasted for approximately thirty m<strong>in</strong>utes. Dur<strong>in</strong>g<br />

the <strong>in</strong>terview I used a series <strong>of</strong>prompts and probes <strong>in</strong> order to make the mean<strong>in</strong>g <strong>of</strong>the<br />

responses clearer. All <strong>in</strong>terviews were audio taped and transcribed. From the set <strong>of</strong>seven<br />

<strong>in</strong>itial <strong>in</strong>terviews, I personally transcribed the first two <strong>in</strong>terviews. This process allowed<br />

me to reflect on the <strong>in</strong>terview process and to beg<strong>in</strong> a tentative analysis <strong>of</strong>the <strong>in</strong>terview<br />

data. A prelim<strong>in</strong>ary <strong>in</strong>terview report was compiled and presented to each participant for<br />

verification. Such a strategy enhances the '<strong>in</strong>ternal validity' and accuracy <strong>of</strong>the data<br />

(Cresswell 1994). Apart from a few m<strong>in</strong>or changes and <strong>in</strong>itial anxieties at see<strong>in</strong>g their<br />

spoken words <strong>in</strong> text, all teachers were satisfied that the <strong>in</strong>terview report was an accurate<br />

reflection <strong>of</strong>their biography, their perceptions <strong>of</strong>EMS and the reasons for their<br />

participation <strong>in</strong> the research study.<br />

In the later analysis <strong>of</strong>the <strong>in</strong>terview data, I was m<strong>in</strong>dful <strong>of</strong>Delamont's (2002) warn<strong>in</strong>g<br />

that when gather<strong>in</strong>g data it is wise to lookout for 'contrastive rhetoric and rosy-trimmed<br />

nostalgia'. Participants may believe that the past was better. The researcher's task is to<br />

record such views and to be m<strong>in</strong>dful <strong>of</strong>believ<strong>in</strong>g them.<br />

4.5.2 .Keep<strong>in</strong>g a journal<br />

Journal entries were made regularly, at least once a week. Field notes are an<br />

<strong>in</strong>dispensable data source (Anderson 1999). These should conta<strong>in</strong> everyth<strong>in</strong>g the<br />

researcher f<strong>in</strong>ds worthwhile. Field notes are the researcher's detailed and descriptive<br />

record <strong>of</strong>the research experience, <strong>in</strong>clud<strong>in</strong>g observations, a reconstruction <strong>of</strong>dialogue,<br />

personal reflections, a physical reflection <strong>of</strong>the sett<strong>in</strong>g, and decisions made that alter and<br />

direct the research process. Delamont (2002) argues that field notes are not a closed,<br />

129

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