Page 59 - Journal 89-3 Full

females, all were considered veteran teachers and eligible to participate in the study.
The names were randomized. The researcher emailed the first female participant on
the randomized list, and she agreed to be in the study. After the participants agreed to
be part of the study, interview dates were set between December 2021 and February
2022. The Table displays general information about the participants, including
pseudonyms, gender, years of teaching, and current subject taught. Although the
ethnicities are not shown in the table to protect the confidentiality of the participants,
one participant self-identified as Asian, Native Hawaiian, and White, and the other
participant self-identified as Asian.

Table
Participant Demographics

Pseudonym Gender Range of Years Teaching Current Subject

Jennifer Female More than 20 Years Science

Stephen Male More than 20 Years Foreign Language
Elective

Data Collection Tools
The researcher developed a semi-structured interview protocol. This format was
chosen to ensure both participants had the same basic questions but to allow additional
probing questions to be added based on the respondent’s unique circumstances.
Some of the structured questions and prompts included
• Describe how you created lesson plans before the pandemic/during distance
and blended learning/after the full student return.
• Before the pandemic/During distance and blended learning/After the full
student return to the classroom, how did you feel as a teacher?
• What about your teaching has changed during distance and blended learning/
after the full student return to the classroom?
Additional probing questions were asked to clarify statements and gather additional
information based on the conversation. The questions varied between the two
participants but included:
• Why was it important to have the ability to assist students before or after
school?
• Describe how your teaching strategy changed with the adoption of the Next
Generation Science Standards.
• How did you communicate with parents during the pandemic? How was this
communication similar or different than in previous years prior to school
closures?
The data were validated by seeking feedback from the participants. The
participants confirmed that their stories were told correctly, providing additional
clarifications as needed. The interviews were validated through member checking
of the data and were reliable because the researcher recorded and transcribed the
interviews, but the data collected were not generalized. The data collected through
the narrative process told the stories of two individuals only. These individuals did
not speak for all teachers, and their experiences were unique to them.

Educators’ Choice 57