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did not contradict them out rightly but insisted that it was her choice and decision to go into teaching. Thus, despite my skepticism I had to respect her opinion.
3.6 Stage III: Dialogical Data Generation
In stage three, I involved the subject into the analysis process by giving her an opportunity to reflect on the various issues and meanings constructed in stage two. This was a more democratic process of analysis because the subjects had a voice in it. For instance in the above example I suggested all possible explanations responsible for her becoming a teacher. But she remained adamant that it was her choice and not an imposed decision. There are no fixed rules or time for the beginning of stage three. It primarily depends on the researcher. When the researcher is certain about the thickness of primary record, the third stage begins automatically. Without enough and firm grounding in the primary record, the third stage cannot be started. In the present study, in the case of Taipei, stage three started after one week of intense observations and interviews. In the case of ND it took three weeks to form a thick base on which dialogical data could be generated.26 As facilitator, the researcher can construct a supportive and safe normative environment which will help in exploring various issues in depth (Carspecken, 1996).
In the case of Sara, teaching was not her first choice. She wanted to become a Civil Servant. It was only after she could not qualify for Civil Services that she decided
26 There is a point worth mentioning here. In my research experience the dialogical data generation took place in stages. The first stage was an informal one when the very first day I involved the subject in a dialogue over issues such as the definition of discipline. This stage was not very intensive but my subjects were challenging my ideas and perceptions. In the process of generation the dialogical data was very preliminary in nature and it was only in later stages that they firmed up.
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to become a teacher. A valid question therefore was whether teaching as second preference affects the pedagogy of the teacher? It was during the dialogical data generation stage that I asked this question, to which Sara replied as follows:
It was heart breaking when I came to know that I was not selected—though I made it to the interview—and it was my last attempt to appear in the Civil Services Examination. It seemed as if life came to an end. I was disturbed for quite a while. Gradually, I realized that it was not an end but a new beginning. I got full support from my parents especially from my father. I decided to plan my career afresh. I thought I would become a teacher. As a Civil Servant I wanted to bring change in the society. The closest profession with this objective, in my opinion, is teaching. I sat in the entrance examination for the B. Ed. program and qualified. After completing the teacher-training program, I applied for a teaching post and got selected in the very first attempt. I was appointed in the same school where I used to be a student. I think I am satisfied and happy with my current job, i.e.
teaching. It gave me back my confidence and self-respect. It is a challenging job to deal with adolescents and contribute to their development.
Sara explained that she does not regret any longer not becoming a Civil Servant.
She likes to take up challenges and believes that ‘our society needs a complete transformation’. She considers teaching a challenging but satisfying profession. The challenge lies in dealing with adolescent children who are developing at a fast pace both physically and cognitively. The adolescents are inquisitive too. Their appetite to know more and more about things has to be satisfied instantly. An interesting point made by Sara was that teaching rekindled her confidence in herself and brought her self-respect back. A profession is very rewarding when it becomes a source of confidence and
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respect for an individual. Sara likes to read and the teaching profession gives her an opportunity to read.
An interesting phenomenon occurred during the course of the research. An informal sort of interview with a teacher took place in the very first meeting which was recorded. Later I found the information significant not only for devising further research strategies but also to form the bases of analysis. Miss Zhang in Taiwan showed tremendous interest in sharing her teaching experiences and challenges of implementing HRE in the four sections of sixth grade. In addition to sharing her experiences, she looked forward for gathering suggestions to improve her work. She wanted me to give feedback as soon as possible. She was quite interested in Indian education and teachers and wanted to know how Indian teachers were implementing HRE. These personal predilections of Miss Zhang never diminished or disappeared during the research. She remained as enthusiastic as on the first day. In the very first meeting some sort of a bond was established between the two of us based on trust and mutual agreement which remained in place while the fieldwork was in progress. Zhang never said no to any question and tried to be honest with her explanations. I never found any discrepancy or contradiction in her statements. Thus, in this stage not only the dialogical data was generated with the help of preliminary informal interviews and discussions but also provided conviction for the method on which research was conducted.
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In this stage, the subjects were provided opportunities to comment, and to express their views and opinions without hesitation. It was ensured that their identity will never be revealed and their opinions would never be disclosed to the school administration.