A Qualitative Case Study : An Interpretive Research Paradigm

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This is a qualitative case study conducted under an interpretive research paradigm. From an ontological perspective, unlike the position of the positivist paradigm in which there is the belief that there is only one truth and that objective reality does exist independent of human perception, this study employs the constructivist view of reality and the essence of phenomenon. The constructivists view truth as relative and dependent on one’s perspective. This paradigm “recognises the importance of the subjective human creation of meaning, but doesn’t reject outright some notion of objectivity” (Crabtree & Miller, 1999, p. 10). This study concurs with constructivists in that subjectivity is an inevitable part of our endeavour to understand a phenomenon, and reality is constructed and reconstructed through the process of human and social interaction (Mackenzie & Knipe, 2006). In my case, participants’ subjectivities are an inevitable part of my endeavour to understand the issues of the construction of teachers’ professional identity, which my research focuses on. With regard to the aims of this study, as mentioned earlier, I believe that understanding can be drawn from a deep and careful analysis of participants’ biographies, their schooling and teacher training experiences, and their everyday teaching practicum experiences. Participants’ experiences were gathered from various methods of data collection (which will be described in section 5.4), and analysis was conducted to
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