Theorizing With Joint Displays: Salient Contributors to Improving Preservice Teachers’ Practice

Theory-focused joint displays represent an innovative approach to data and results integration with potential to build understanding of complex constructs, including factors that influence change over time. However, the extant literature offers few examples for doing so, particularly in convergent research designs. Therefore, the purpose of this article is to provide a replicable framework for developing and refining an emergent theoretical model in a convergent research design. Through an illustrative example of a study on preservice teachers’ growth in practice, we detail a seven-step process in which a theoretical model served as the guide and culminating purpose of the research. In addition to this primary contribution, we also explore the role of visuals in joint display analyses to support meta-inference generation.