Evaluación de la utilización de la enzima Allzyme R Vegpro TM HE

A case study is a type of ethnographic research which focuses on a single unit, for example one individual, one group, or one programme (Ary, et.al, 2010). It explores a detailed description or holistic picture and understanding of the case (Stake, 1995). Moreover, a case study can result in data from which generalisations to theory may be possible (Ary, et al., 2010; Silverman, 2005). Considering the problems relating to CLT and my interest in teacher educators‟ experiences and understandings, I choose the case study as an appropriate

approach, within a qualitative paradigm.

3.2.1 Case study theory

field of education because it is able to explain the links in real life interventions which are difficult through other researches such as quantitative research. (Merriam, 1998). Moreover, the aim of the case study “is not to find the correct or true interpretation of the facts, but

rather to eliminate erroneous conclusions so that one is left with the best possible, the most compelling, interpretations” (Bromley, 1986, p.38). Case study has proved particularly useful where the “studies reveal not static attributes but understanding of humans as they engage in

action and interaction within the context of situations and settings” (Collins & Noblit, 1978, p.26).

A case study may be single or multiple and may use multiple methods, such as interviews, observation and archives, to gather data. In educational research, the case study is widely used. A case study tries to investigate an individual or unit in depth. Different writers give different categorisations about case studies. Bogdan and Biklen (1992) discuss different types of case studies: historical case studies, organizational case studies, observational case studies, and life history. “Each type has special consideration for determining its feasibility for study as well as the procedures to employ” (p. 62). Stake (1995) identifies three different types of

case study. The intrinsic case study is conducted to understand a particular case which may be unusual, unique or different in some way. For example, it happens when a teacher decides to study a student having difficulty or takes the responsibility of evaluating a programme. It does not necessarily represent a broader problem for investigation. In an instrumental case study, the researcher selects the case because it represents some other issue under investigation and he believes this particular case can help provide insights or help to understand that issue. The multiple or collective case study uses several cases selected to understand and examine a phenomenon, population or general condition (Stake, 1995).

Case studies are related to real life and provide detailed accounts of circumstances. It allows an in-depth examination of factors that explain and may impact on real lives. Case studies may apply more than one method of data collection and do not depend on a single technique. Interviewing, observation, testing, and document analysis can be used. Whatever technique is used, all are focused on a single entity (the case). Two kinds of analysis that are appropriate for case studies have been described by Stake (2006) as holistic analysis of the entire case and embedded analysis that focuses on specific aspects of the case. Multiple case studies require analysis across a site or sites.

Like other methods, case study has its weaknesses too. Although it can have depth, it inevitably lacks breadth (Ary et al., 2010). Qualitative case studies may have limitations relating to the sensitivity and integrity of the investigator (Merriam, 1998). Sometimes, “case studies can over simplify or exaggerate a situation, leading the reader to erroneous about the actual state of affairs” (Guba & Lincoln, 1981, p.377). People argue, however, that what is

learnt in a particular case can be applied to a similar situation to the context of the case. The necessity of observation of participants‟ behaviours as well as the way in which the

observations are interpreted is dependent on the researcher in a case study (Stake, 2006). However, case studies have strengths. The following qualities are reflected in the nature of the case studies (Merriam, 1988):

It can explain the reasons for a problem, the background of a situation, what happened and why.

It can explain why an innovation worked or failed to work. It can discuss and evaluate alternatives not chosen.

It can evaluate, summarize and conclude thus increasing its potential applicability. (p. 14)

3.2.2 Why case study is an appropriate methodology for this research

Among the different types of case studies, my case study is instrumental in character because it can shed light on the issues or concerns or broader questions relating to CLT. People can learn from the cases about something wider or broader, beyond the cases themselves. My case study relates to the experiences and understandings of teacher educators. In particular, I have explored the experiences and understandings of three teacher educators. Each of my participants is seen as a case in the study. They are individual and particular cases. They are not representative of all teacher educators, because they are such a small number of cases. However they describe experiences and understandings of CLT that might shed light on issues and questions around CLT and teacher education relating to CLT more broadly. In that sense, they are instrumental.

I have adopted a qualitative approach and case study structure in my research because it supports an exploratory approach, enabling me to look in depth at the experiences and understandings of a small group of teacher educators. I have focused on the qualitative case study because a case study is designed in order to gain an in depth understanding of the situation and its meaning for the participants who are involved in research. My interest, as a researcher is in process rather than outcomes, and in discovery rather than confirmation (Merriam, 1998). My research is an exploratory one, not to find any absolute solution to the problem or issues of understandings and practices relating to CLT in teacher education, but to find insights into the understandings of teacher educators of CLT and strengths or challenges they perceive in its implementation. Such insights into aspects of education practice can have an influence on policy, practice and future research. The qualitative case study is a particularly suitable methodology for dealing with critical problems of practice and extending

the knowledge of practice (Yin, 1994). Thus it would be appropriate for my exploration of teacher educators‟ experiences and understandings of CLT.

As a researcher, I am interested in teacher educators‟ experiences and understanding of CLT, including their opinions on the effectiveness of the approaches of secondary English teaching and the training problems. Of crucial importance here is the individual teacher educator‟s perspective, not how „true‟ or „accurate‟ (by some standards) their accounts are. Thus, case

studies are my preferred research strategy. Case study is appropriate for research such as mine, where I (the researcher) have little control over events (teacher educators‟ practices) and the focus is on contemporary issues (CLT) within a real-life context, and the purpose is in-depth understanding of individuals‟ experiences and of ideas about CLT.