{'fraction_non_alphanumeric': 0.03187803187803188, 'fraction_numerical': 0.008316008316008316, 'mean_word_length': 5.53393665158371, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
‘Seeing the light.’ Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice

ABSTRACT Arguably an essential element of a doctoral study is to establish and acknowledge a philosophical worldview. As part of this, researchers need to engage with and challenge their assumptions about the nature of being, the nature of knowledge, and what can be known. Only then can methodological designs, approaches to data analysis, and relationships between researchers and participants be established and situated within a particular research paradigm. Contextualised within a PhD study concerning teacher pedagogic practice, this paper describes the process of abandoning a positivist worldview in favour of interpretivism. The paper describes the process of developing an ethnographically inspired methodology combining practice theory [Kemmis, S., and P. Grootenboer. 2008. “Situating Praxis in Practice.” In Enabling Praxis: Challenges for Education, edited by S. Kemmis, and T. Smith, 37–64. Rotterdam: Sense] and constructivist grounded theory [Charmaz, K. 2006. Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis. London: Sage] to study teacher pedagogic practice. The methodological framework is shared to enable others to use it to provide fresh opportunities to look at specific educational settings in order to explore, understand and enhance teacher practice.