Validating the ILETC’s Teacher Transition Pathway

Abstract

Demonstrating the validity of findings in order to ensure credibility is a key juncture in any research (Creswell & Miller, 2000). At this stage of the Innovative Learning Environment & Teacher Change (ILETC) project, what was important was to undertake procedures to validate inferences (Hammersley & Atkinson, 2007) drawn from the ILETC Phase 1 data. Specifically, this related to the temporal dimensions and Grand Themes initially identified through Phase 1, and subsequently conceptualised as the Teacher Transition Pathway (ILETC, 2017). The project team leveraged the collective expertise gathered in Transitions18 research symposia in Phoenix, USA, and Copenhagen, Denmark, to undertake a ser..