Introduction

The first part describes my philosophical position and how the process places research.

Experimental research is a key element in the research process and helps to determine the

direction of the research. The following sections begin by defining the research methodology

and explaining the changes that have been made to the analytical design. Before examining

the research methodology and data collection process, I analyzed the revised research

question, its purpose and objectives.

Research Design

By reflecting on the original study and redefining the objectives of the study, the study was

designed to examine the experience of supporting children and therefore remains a qualitative

study. Qualitative methods are also in line with my philosophical views and narrative

interpretive methods that try to understand what participants understand (Brockmeier &

Meretoja, 2014). Qualitative research often uses textual rather than statistical forms of data in

the analysis (Bryman, 2012: 380). Hammersley (2013) argues that due to the variety of ways

in which qualitative research is organized, the definition of qualitative research is not useful;

instead, qualitative research is seen as a framework that provides a way to look at the real

world of participants (Hammersley, 2013). In this sense, a qualitative ideology is required

because of a philosophical approach to narrative interpretation that aims to explore stories

and experiences.

Data Collection

Since the philosophical approach used is the interpretive theory of narrative, I needed a form

of data collection to help participants express their experiences. Interviews are a traditional

data collection method for qualitative researchers, with options for how they are conducted,

including structured, semi-structured or unstructured methods (Brinkman, 2014). Roulston

(2012) found that interviews followed a typical question-and-answer pattern from researcher
to participant. The purpose of a conversation interview is to have a conversation with the

participants and the researcher asks questions based on the reactions and experiences that the

participants share. It is half-baked because conversations usually have broad themes and

unorganized because conversations can provoke new questions and flow in any direction, so

that it is possible to discuss in-depth discussions on the issues raised by both parties.

Participants or researchers. Roulston, (2012) explained that conversational interviews do not

fall into the traditional question-and-answer interview sequence, but rather liken the

conversational method to a typical conversation with the opportunity for longer discussion.

Roulston (2012: 128) found that daily conversations can seem "chaotic and focused" and

apply a common, reciprocal approach to asking and answering questions.

In the experimental study (see 4.4) it was emphasized that a semi-interview method was not

suitable for the purpose of this study. Participants were interested in sharing their experiences

in a sometimes "chaotic" way, so the typical interview format did not fit the requirements of

the current study. The current study was designed to examine the participant's experience

from the participant's point of view, so I decided to take the interview using a conversational

method. These conversations were scheduled at a time that suited the participants and

required a period of general discussion about drinks before the discussion was transferred to

general research emphases. As Roulston (2012) emphasizes, the structure of the interview is

different in each environment. Some participants began with certain memories of places they

worked or work trips during the early years of the ward. Conversation interviews help

participants share decisions about where the conversation is going and how much or how

much they feel comfortable sharing.

Sampling

The present study took into account the context in determining the criteria for the selection of

participants (Wells, 2011). The criteria set are first-year practitioners who are working or
have worked, have a two-year-old child, have an SLCN and work in two large areas of the

North East of England. The choice of territory is based on the researcher's location to ensure

that the researcher can actually connect and have access. However, Patton (2002) argues that

this approach has limitations, stating that this can be a lazy way of collecting data that could

ignore other more reliable sampling methods. Nevertheless, Patton (2002), in conjunction

with other sampling methods, continues to argue that these limitations can be reduced. To

support Patton's concerns (2002), I used an arbitrary, purposeful approach in the convenience

sample. Targeted random sampling was performed by attracting local participants with the

above requirements. Spatial fulfillment of targeted aspects of sampling (Patton, 2002). If

participants are interested in participating in the study, they will be contacted, allowing

random sampling. Patton (2002) argues that targeted random sampling can increase the

credibility of the data collection process because researchers have little control over who

volunteered to participate in the study.

In the current study, 15 participants were the total sample and the number of participants was

based on the number of eligible participants who answered the call. As Trotter (2012) said,

since no new material appears before each interview, there is no need for further advertising,

so the sample reaches oversupply and saturation.

Data Analysis

Thematic narrative analysis focuses on the content of the narrative. Researchers analyze

transcription of narratives by dividing texts into smaller sections to identify themes

(Reissman, 2008). Bailey and Jackson (2003) started with a basic thematic approach to their

research analysis and found that certain historical elements in the collected data were

missing. The organizational and thematic approach to narrative analysis has both advantages

and disadvantages.