Grounded Theory as an iterative and comparative process between principles and characteristics: An interpretive perspective
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_03Keywords:
Grounded Theory, Qualitative Methods, Education, SchoolAbstract
The contribution describes the methodological approach of Grounded Theory (GT) as a flexible and malleable approach to be employed in the context of complex educational contexts that are constantly changing and whose many variables constitute a rich terrain for analysis in terms of significant observed events. Some central issues related to the generation and emergence of inductive theory, theoretical saturation, the extent to which coding schemes should be formalized, and the assessment of quality and rigor in interpretive research are discussed. It is argued that GT is an approach aimed at making data emerge from a theory that can encapsulate facets proper to a phenomenon emerging from reality, without losing sight of its objective character.
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