Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning
Teaching Theory Construction With Initial Grounded Theory Tools: A Reflection on Lessons and Learning
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DOI：
10.1177/1049732315613982
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发表时间：
2015-12-01
影响因子：
3.2
通讯作者：
Charmaz, Kathy
中科院分区：
文献类型：
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作者：
Charmaz, Kathy
这篇文章回应了对产卵研究的定性研究的批评，这些研究缺乏分析发展和理论意义。它侧重于教授初步扎根的理论工具，同时采访、编码和撰写备忘录，以提高学生研究的分析水平，推进理论建设。采用这些工具可以改进所有级别的教学质量方法，尽管这里强调的是博士教育。教师在定性方法课程中所涵盖的内容很重要。这里提出的教学方法需要一个支持性的环境，依赖于示范、集体参与、有节制的任务、渐进的分析复杂性和责任感。从使用最初扎根的理论工具中学到的教训在博士生的编码和备忘录写作摘录中得到了例证，这些摘录展示了渐进的分析发展。结论呼吁增加定性方法课程的数量和深度，并培养一支定性方法专家队伍。
This article addresses criticisms of qualitative research for spawning studies that lack analytic development and theoretical import. It focuses on teaching initial grounded theory tools while interviewing, coding, and writing memos for the purpose of scaling up the analytic level of students' research and advancing theory construction. Adopting these tools can improve teaching qualitative methods at all levels although doctoral education is emphasized here. What teachers cover in qualitative methods courses matters. The pedagogy presented here requires a supportive environment and relies on demonstration, collective participation, measured tasks, progressive analytic complexity, and accountability. Lessons learned from using initial grounded theory tools are exemplified in a doctoral student's coding and memo-writing excerpts that demonstrate progressive analytic development. The conclusion calls for increasing the number and depth of qualitative methods courses and for creating a cadre of expert qualitative methodologists.