Grounded Theory: methodology applied in education research

Abstract: It is identified that the grounded theory is little used in research in the area of Education. It presents different modes of interpretation according to whether it is Straussian or constructivist. It is questioned: how to characterize the GT steps and the possible applications in education research. It was delimited to describe the steps for the collection and analysis of the data in the research carried out with the grounded theory. Theoretical exploratory basis was used because it allows a deepening in the object of study and the establishment of bases for future researches. The experience with this methodology allowed to make the communication in a reflected way that could be of great value to the researchers in the area of education.

摘要：研究表明，扎根理论（Grounded Theory）在教育学领域的研究中应用甚少。其阐释模式因流派差异而有所不同，具体可分为施特劳斯派与建构主义派两类。学界尚存核心疑问：应如何界定扎根理论的研究步骤，以及其在教育学研究中的潜在应用场景？本研究限定研究范围，旨在阐述采用扎根理论开展的研究中，数据收集与分析的具体步骤。本研究采用理论探索性研究范式，因其可深化对研究对象的探讨，并为后续研究奠定坚实基础。通过运用该方法论所积累的实践经验，本研究能够以反思性路径开展学术交流，其成果可为教育学领域的研究者提供极具价值的参考。