Research in teaching and teacher education : qualitative methods and grounded theory methodology

Abstract

This article critically appraises the advantages and disadvantages of qualitative methods for the collection of data in the fields of teaching and teacher education. Strategies are suggested to improve ethnographies, and the issue of normative as against positivist approaches to knowledge is addressed. Glaser & Strauss' 'grounded theory' methodology is then presented as tool for the collection, organisation and analysis of qualitative data, and for the generation of substantive and formal theories about education.