English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Pro

Presents the zaia usage as premium feature

ZAIA

Presents AI Discovery search usage as a premium feature

AI Discovery

Presents AI Discovery explain and summary usage as a premium feature

Content Analysis

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Presents the pdf analysis as premium feature

PDF Analysis

1500 Top-up

3000 Top-up

Zendy Basic

2500 Top-up

Zendy Unlimited

Presents the access of premium content as premium feature

Premium Content

A unique multi-part qualitative study methodology is presented from a study which tracked the transformative journeys of four career-changing women from STEM fields into secondary education. The article analyzes the study’s use of archived writing, journaling, participant-generated photography, interviews, member-checking, and reflexive analytical memos. An exploration into the interconnectedness of the methodologies used reveals a robust framework from which the first stages of grounded theory emerged. A detailed explanation of the methodological aspects of conducting the study is discussed with the purpose of making this combination of qualitative methods replicable. Key Words: Qualitative Methods, Visual Research, Reflexive Analytic Memos, Participant Generated Photography. The purpose of this qualitative (Creswell, 1998; Merriam, 1998) case study research was to understand the transformative journey of four women career-changers moving from business, engineering, and science into secondary education. The study was built within an authentic setting with varied and in-depth data collection. The focus of this research was the exploration of the transformative process (Mezirow, 1978) experienced by the participants as they transitioned from their previous careers into graduate school and then into teaching. The primary reason for the research was to gain an understanding of how adults learn and how their relationship to learning is different from children or adolescents. It has been my experience that adults approach new learning with a more intense need and amplified emotional state compared to other age groups. The research questions targeted the identification of transformation in the participants and the durability of those transformations as they moved from their teacher education program into their careers as secondary teachers. The study moved with the participants from their decision to enter a Master of Arts in Teaching (MAT) program to two years after the program. The questions, method, design, and setting were brought together to serve one another so that the most in-depth understanding of the participants’ transformative journey could be achieved. Transformative learning theory (Mezirow, 2000) framed this study because of its derivation from and focuses on adult learners (Kegan, 1998). The purpose of this article is to describe a uniquely robust multi-part qualitative methodology. The qualitative methods used include archived writing, journaling, participant-generated photography, interviews, member-checking, and reflexive analytical memos. An exploration into the interconnectedness of the methodologies used reveals a robust framework from which initial stages of grounded theory were produced. A detailed explanation of the methodological aspects of conducting the study demonstrates the ability to replicate this combination of qualitative methods. An analysis

A Case Study of a Case Study: Analysis of a Robust Qualitative Research Methodology