ABSTRACT
This chapter analysis of interview schedule, which itself sequenced theoretical aspects into biographical narrative. It begins with the three questions addressed within CHAT's components, drawing together pertinent indicators, leaving for the more specific discussion and evaluation of the capacity of the CHAT framework to convey interviewees perceptions. The chapter describes the experiences and reflections of harvested interviewees in response to the interview schedule. Answers to the first set of questions on theorising passion highlights the importance of disciplinary footings that eliciting tacit beliefs and preferences as justification, actively widened empathy. Trusting relationships provides an early foundation for coherent personal values, fostering self-esteem, allowing positive ontological framing and later grounding theorised, articulated philosophy. Absence of formal theory weakened professional resolves and diminished transformational power. Responses to the second set of questions, on cognitive coherence, demonstrates that educators who were able to insert identity into identifiable cultural politics of professional life, redeeming normative legitimacy and international mandate, enacted belief confidently, purifying rhetoric.
