There are different varieties of qualitative research methods. Though they all use similar data collection methods, the difference is the purpose of the study. Ethnography is the most applicable and familiar method. It involves emerging oneself in the situation of the participant to understand their challenges, cultures, motivation and themes. Another variety is narrative. It brings together sequence of events as narrated by different people to form a cohesive conclusion. The final narrative can be presented as a story.

Another variety is phenomenological. It is applied when describing an event or activity. It applies a combination of methods such as conducting interviews, reading documents, visiting places or watching videos to determine the meaning of whatever is being examined. Grounded theory is another variety and it explains the fundamental nature of an event or activity. It provides an explanation behind the events (Shank, Brown & Pringle, 2014)

Case study details the development of an individual person or situation over a period. Case e studies can be exploratory, explanatory or describing an event. The article “Teachers as Architects of Transformation: The Change Process of an Elementary School Teacher in a Practitioner Research Group” (Vetter, 2012) is a case study. It is trying to understand the change process of Grace a fifth grade teacher. It draws upon position theory and case study research methods.

After analyzing the data through several stages, the results produced four themes. One of the themes was imagining and contemplating new positions. The researcher discovered that before the participant took a new leadership position, she first imagined the position and made it her own. This included developing a clear vision for the leader she aspired to be. She was a leader who facilitated others needs rather than dictate.

Another theme was enacting a new position. After getting comfortable with the imagined position, the participant was able to endorse other positions in the school. The endorsements included facilitating discussion, writing mini-lessons and fostering opportunities for teachers. She positioned herself as an informed leader with something to teach other teachers. The other theme was maintaining a leadership position despite the resistance. The participant faced some resistance from her colleagues as she had anticipated (Vetter, 2012).  By actively listening to her resistance stories, giving suggestions and personally connecting with the participant, the group members were able to situate the participant as a professional.

Another theme was realizing the results of the new position. The participant realized the effects of her leadership after narrating her story in the research group. She had documented her results of her new position as a leader (Vetter, 2012). Based on evidence from other teachers, the participant positioned herself as a successful leader.

The study was credible and trustworthy in that the participant Grace volunteered to participate in the study. She was not forced nor motivated by any means to participate. In addition, every step of the study is reported in details. The objectives of the study have been met as established. The results of the study can be used by other practitioners to enable them develop. The study is dependable and the methodology can be used in similar studies. The results of the study are logical and believable.

References

Shank, G. D., Brown, L., & Pringle, J. (2014). Understanding education research: A guide to critical reading. Boulder: Paradigm.

Vetter, A. (2012). Teachers as architects of transformation: The change process of an elementary-school teacher in a practitioner research group. Teacher Education Quarterly, 39(1), 27-49.

(Shank, Brown & Pringle, 2014)

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