La Grounded Theory come processo iterativo e comparativo tra principi e caratteristiche: Una prospettiva interpretativa
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_03Parole chiave:
Grounded Theory, Metodologia qualitativa, Educazione, Contesti scolasticiAbstract
Il presente contributo si propone di descrivere l’approccio metodologico della Grounded Theory (GT), quale approccio flessibile e duttile da impiegare nell’ambito di contesti educativi complessi in continuo cambiamento, le cui numerose variabili costituiscono un terreno ricco di elementi da analizzare in termini di eventi significativi osservati. Vengono discusse alcune questioni centrali relative alla generazione ed emergenza della teoria induttiva, alla saturazione teorica, alla misura in cui gli schemi di codifica dovrebbero essere formalizzati, alla valutazione della qualità e del rigore nella ricerca interpretativa. Si sostiene che la GT è un approccio teso a fare emergere dati da una teoria in grado di racchiudere sfaccettature proprie di un fenomeno emergente dalla realtà, senza perdere di vista il suo carattere oggettivo.
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