Grounded Theory
Grounded Theory in Teaching
A reflective practitioner who treats teaching as a craft can also treat it as an inquiry. Grounded theory is one of the disciplined ways to develop theory from teaching experience itself, rather than borrow it ready-made. This chapter sets out what grounded theory is, the stages of developing it, the design choices it offers, how teachers organise their knowledge, how to build personal theory, and how to use evidence well.
An inductive approach: theory generated from data, with constant comparison and coding as core tools
Open coding, axial coding, selective coding, and how theoretical sensitivity guides the work
Emergent and constructivist designs, plus the criteria for evaluating a grounded theory study
The SECI model: socialisation, externalisation, combination, internalisation
Aims, two levels, and the recursive cycle that turns experience into personal theory
What theory is, what makes a good theory, hypotheses, and the double movement of induction and deduction
Evidence from students, evidence of practice, evidence from research, and the inquiry questions that guide their use
Explicit, tacit, and cultural knowledge, the basics of knowledge management, and the three ways to acquire knowledge
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