As usual, Marina helped the group to see the options available. The practitioner researchers decided in the end to use the original codes that came from the autobiographies, and to add a couple of new ones that came from the journals. We used the group of codes to develop the question protocol for interviewing instructors.

Framing the data

At our November 2003 research team meeting, we brought every single piece of data we had generated. By this time our interviews had been completed and transcribed, but not read by the rest of the group. We re-coded and concluded with three major categories on which we were going to write:

• Beliefs that motivate us
• Personal growth/qualities and characteristics
• Strategies/styles and skills

We also decided that we were going to write about our research methods. Writers were assigned for various chapters as well as peer readers to read and give feedback to the writer. We agreed on dates by which we'd have the first draft sent off to our readers and agreed to bring our written pieces to the March 2004 meeting.

Writing Collaboratively

The methods chapter

The team decided that a methods chapter was a valuable piece of this story and needed telling. I volunteered to devote my energies toward learning how to write a methods chapter and to pay close attention to our decision-making process. The Methods chapter was drafted and written collaboratively. I wrote an outline and sent it off to Marina who added her thoughts and sent it back. It was then fleshed out and sent back for more input. This ping-pong match went on for a few sets and then I sent the chapter off to Betsy who added even more ideas and feedback. Then it was sent off to my peer reader, Evelyn, who made more comments. It took more definite shape in mid-June, when I was able to devote all my time and energy to writing, and Marina joined in on the process, giving new eyes and new energy to the task.