uthors believed that “a deeper understanding of these transitions is required in order to assist prospective science teachers during their pre-service years and support them during their early years in schools” (Mulholland & Wallace, 2007, p.880). To achieve their objective, the researchers designed a qualitative research through the use of a longitudinal case study. With two Australian primary teachers as participants, the research lasted for four years documenting their transition from pre-service to in-service teaching.
The constructivist/interpretative approach was used as the framework for the research with “case study as its organizing perspective” (Mulholland & Wallace, 2007, p.880). Adopting a constructivist/ interpretative framework allowed the researchers to use their expertise and experiences in gaining in-depth understanding of the experiences of novice teachers. Interpretative or constructivist research “assumes that reality is socially constructed, that there is no single, observable reality” (Merriam, 2009, p.216). This paradigm states that because individuals have the natural propensity to seek meaning and understanding of the world, there are various interpretations of different events. The role of the researcher then is to construct knowledge about what is examined both from his/her perception and the respondents of the study.
Data from an experimental methodology or quantitative research cannot substantiate the experiences that the researchers wish to investigate. Due to the nature of the problem and objectives that the researchers wished to attain, a longitudinal case study was employed. The researchers are highly involved in a sense that they had prior theoretical knowledge and experience about the topic. The constructivist/ interpretative approach ensured that the results gathered will reflect both the interpretations of the respondents and the researchers.
It is crucial for the objectives of the study to gather data during the