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• 1 2022-06-08T20:53:31+00:00 Crystallizing Theoretical and Conceptual Frameworks 9 written description of how theoretical and conceptual frameworks come together in this research plain 2023-10-02T13:19:33+00:00 I attempted to bring these theoretical and conceptual frameworks together as part of my efforts to examine the whole entirety of this research literature. This was part of my crystallization process. As I examined the assortment of theoretical and conceptual components in isolation, I realized that the many disparate elements implied a discontinuity in how these individual frameworks will inform my research actions. The crystallization methodology, as revealed in the next section, suggested the application of a fluidity of ideation; bringing elements into focus in order to see what frames my seeing (Lather, 1993). Not only did this fluid shifting of concepts provide an intermittent and changing focus, it opened up “spaces of constructed visibility and incitements to see which constitute power/knowledge” (Lather, 1993, p. 675). I suggested this would enhance a feeling of openness as I interweave conceptions throughout the research methodologies and phases, as outlined in the next section.
  
            The role and identity of the TEds as the participants was paramount and central to the research. By focusing on the person in the first phase of the research and interview, I began the research by identifying characteristics and qualities of the OEPr of TEds within Canadian FoE contexts. This was central to the P-IP theory as previously outlined and P-IP as methodology described in the next section.  Bringing my awareness and experiences with OER, OEP, and OEPr supported me in the second part of the research, the interview phase. With a focus on OEPr, I crystallized my attention on identifying qualities, characteristics, and negotiations into openness exhibited and revealed by the participants in both phases of the research (see Figure 12). As identified in the interview protocol (see Appendix D), I focused research attention to the MDL skills, fluencies, competencies and literacies of the TEds, as revealed and shaped within their OEPr, and as these related or were influenced by their FoE contexts. It was through these stories of lifeworlds, lived experiences, and intentionalities, that the MDL might be revealed. This was not a linear process, nor was it bound by time or spaces. As evident in the description of this P-IP research, this research crystallized from a fluid, iterative, permeable, malleable, and reciprocal research process.
  
  Figure 12: Crystallizing Research Frameworks