ABSTRACT
In teacher research, the continuous process has been viewed as a vital component of triangulation and also as a desirable attribute of a more democratic approach to the research process. Perhaps the most widely stressed validation technique in the teacher-research literature is triangulation. The validation techniques discussed so far – triangulation, saturation of categories and the search for negative instances – can each operate simultaneously with both the processes of data collection and analysis. While people have concentrated on the manner in which people generated categories from interview transcripts, there are other techniques for analysing qualitative interview data which some teacher researchers have found particularly helpful. In this case, a secondary teacher who had conducted a case study of pupils' transition from feeder primary schools successfully used his findings to demonstrate the considerable benefits to pupils of detailed procedures which a new head teacher had planned to alter to save staff time and effort.
