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(multiple realities are socially and individually constructed) and transactional
epistemology (the knower and the known are inextricably intertwined), as well as
dialogic or interpretive methodology (Guba & Lincoln, 1998). Of the three paradigms it
is the constructivist framework that defines the course of this research.
It is my view that a constructivism paradigm within a qualitative research design
is an empowering methodology. Kirby and McKenna (1989) describe the fluidity of the
research process within this paradigm as reflecting an emergent quality. They explain that
“as you use the method you will contribute to how the method develops…it is continually
unfolding” (p. 170). As I develop the case studies of teachers who are continually
developing their curriculum, I am constructing the knowledge for this dissertation. Layers
of practice are embedded within the research rationale, design and methodology.
Case study is the inquiry strategy utilized as it corresponds to a constructivist
paradigm within a philosophical phenomenological orientation. While the methodology
of this study is guided by phenomenology, it is, at the same time, a case study with a
heuristic construct (Merriam, 1998). Heuristic research as developed by Moustakas
(1990) is a process of discovery that leads investigators to new images and meanings
regarding human phenomena, but also to realizations relevant to their own experiences
and lives . . . . The self as researcher is present throughout the process and, while
understanding the phenomenon with increasing depth, the researcher also experiences
growing self-awareness and self-knowledge” (p. 9).
Visions and images are connecting me to the research quest (Moustakas, 1990).
They have guided the process from the beginning and have been instrumental in the
selection of constructivism as this study’s paradigm and case study as the method of