In this chapter first of all I will highlight peculiarities of the GTM within qualitative approaches to investigate teachers’ practices by providing examples of some research I have conducted in schools during the last years throughout this approach. These examples should emphasize the type of research questions that can be addressed by GTM and in which situations it is more suitable for the study of teaching practices. Then, I will question some theoretical issues focusing on the very nature of the theory in GTM, defined as “processual”, able to explain a set of phenomena by highlighting their logical-temporal sequences. Then, to support my argument about the opportunities and the conditions for using GTM in exploring teachers’ practices, I will underline the characteristics of a theory grounded: relevance and practitioner’s usefulness. In doing so I also address one of the major criticisms against this methodology: the relationship with pre-existing theories. Finally I will spend a few words about technical features of the method such as sampling and above all coding procedures, by illustrating procedures with examples taken from my own research.

Recourir à la Grounded Theory dans l’exploration des pratiques Enseignante / Tarozzi M. - STAMPA. - 2:(2015), pp. 577-606.

Recourir à la Grounded Theory dans l’exploration des pratiques Enseignante

TAROZZI, MASSIMILIANO
2015

Abstract

In this chapter first of all I will highlight peculiarities of the GTM within qualitative approaches to investigate teachers’ practices by providing examples of some research I have conducted in schools during the last years throughout this approach. These examples should emphasize the type of research questions that can be addressed by GTM and in which situations it is more suitable for the study of teaching practices. Then, I will question some theoretical issues focusing on the very nature of the theory in GTM, defined as “processual”, able to explain a set of phenomena by highlighting their logical-temporal sequences. Then, to support my argument about the opportunities and the conditions for using GTM in exploring teachers’ practices, I will underline the characteristics of a theory grounded: relevance and practitioner’s usefulness. In doing so I also address one of the major criticisms against this methodology: the relationship with pre-existing theories. Finally I will spend a few words about technical features of the method such as sampling and above all coding procedures, by illustrating procedures with examples taken from my own research.
2015
Procédures méthodologiques en acte dans l’analyse des pra­tiques d’enseignement : approches internationales. T. 2 : Les méthodes en usage dans des centres de recherche et chez des chercheurs français et latino-américains
577
606
Recourir à la Grounded Theory dans l’exploration des pratiques Enseignante / Tarozzi M. - STAMPA. - 2:(2015), pp. 577-606.
Tarozzi M
File in questo prodotto:
Eventuali allegati, non sono esposti

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/511203
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact