THE CONTRIBUTION OF THREE TRADITIONS OF GROUNDED THEORY TO EDUCATIONAL RESEARCH

Abstract

The study focuses on the three predominant traditions of grounded theory: classical, straussian and constructivist, with an emphasis on their peculiarities. It highlights the same common origin of these three strands and the sharing of a number of original approach techniques, differentiated by contrasting philosophical structures as well as conflicting methodological directives. It brings to the scene of the methodological debate central questions of interest to researchers in the field of Education who work with qualitative research especially in the field of Cultural Studies. The study results present the congruences and divergences between the three main approaches of grounded theory. Their methodological points of convergence and aspects that distance them are also explored. Considerations are woven throughout the analysis regarding the elements to be considered in choosing the perspective of the most adequate grounded theory to conduct a research work with empirical data. It contributes to synthesize useful methodological elements in the three traditions for empirical research in the field of education.