ABSTRACT
This chapter outlines the research approach for this study. The aim of the study was to explore the nature of teachers’ professional knowledge development and initially drew on pedagogical discontent to capture moments of unrest. However, as data collection progressed, the search for pedagogical equilibrium emerged as a more appropriate way of conceptualising the data. Fifteen currently practicing primary and secondary teachers were interviewed. Interviews consisted of multiple sections designed to position participants to recall: their generalised goals for teaching; how they perceived success and a lack of success more generally; specific examples of unrest; and a card sort methodology which collected data related to generalised methods of managing unrest. The SRCL framework (Situation, Reaction, Consequence and Learning) was created as a way of summarising and presenting episodes of unrest in the results chapters.
