Thewriter observed how Grace who is a tutor to the third graders, used apractitioner research group to showcase her personal transformationas she partook in the role of a teacher leader, and implement teachercompelled professional development. This is a qualitative study withchronicled review, which explores the change progression of oneteacher researcher as she is involved in a one-year practitionerresearch group. Based on the research by Vetter (2012), when teachersopenly disclose their account of accomplishments, it can nurturepersonal development and growth of self-esteem. Relaying teachingexperiences with the aid of supportive groups help define identitiesand develop a sense of leadership position.
Throughengaging practitioner research groups, instructors can negotiateprofessional uniqueness as novices through involvement, which pavesthe way to new understandings which can be thought-provoking toearlier held opinions (Vetter, 2012). Teachers can be leaders intheir own right by being agents that facilitate change in thelearning process. All through the entire research, the writer sharesthe discussions that the practitioner research groups participatesand showcases how these talks have assisted in the revolution ofGrace’s identity as a tutor leader. The story of Grace’stransformation course and how the practitioner research groupreinforced this, can position educators as interactive, orreflective, and these can happen conversationally (Vetter, 2012).
Grace’sstory was an imperative part of contemplating and imagining a newposition. Through her story, she expressed uncertainties, posedproblems, and received validations and suggestions that aided in herenactment to this new position and start the course of buildingchange for herself (Vetter, 2012). The feedback from the group onGrace’s narration endorsed her standing by confirming certainpositions over others. As suggested by Vetter (2012), the researchgroups were is inquiry spaces that are storied, contradictory,multiple, playful, temporal, and imaginative. The data for the studywas collected for three years, but the focus was on the second yearof the survey. The sessions were audiotaped monthly through arrangedmeetings with the practitioners, presentations on PowerPoint atconferences, manuscripts about the research participant, and fieldnotes and observations from the same monthly meetings.
Thedata was analyzed via grounded theory and constant comparison toother similar studies by reading and proofreading transcripts, fieldnotes, and artifacts. The author continually established and re-readinterpretations through triangulating data sources and confirmeddescriptions with the participants. The findings have been sharedwith the group and Grace`s story by making available the record of avital discussion, which goes on to share her conversation analysis.The pattern in this part of the article is a dialogue that continuesbetween the transformation of Grace and that of the participant. Theimplication of the finding is that through the collaboration of themember and Grace, it aided her in working through many challenges andthrough narrative inquiry reflections that enabled her to realize hergrowth as a teacher leader.
Grace`simprovised professional development did make a difference at herplace of work. The finding proposes that teachers have the ability tobecome architects of their change when engaged in platforms thatpermit them to allude from evocative experiences and safely toilthrough pressures of practice and self (Vetter, 2012). The writeropenly debates how this research backs the study about tutor changeby suggesting endorsements that will embolden participants to engagein research groups. Participants need to share their accounts ofevents of change in national and local conferences. This measure isimportant in aiding instructors to realize their evolutions weremeaningful. Teachers also need to demonstrate more stories abouttheir process of transformation and provide insight on developingsuch identities (Vetter, 2012).
Vetter,A. (2012).  Teachers as Architects of Transformation: The ChangeProcess of an Elementary School Teacher in a PractitionerResearch Group.  TeacherEducation Quarterly, 39(1),27-49.  doi: 10.1080/00220671.1993.9941151.