Using Constructivist Grounded Theory to understand the experiences of early career teachers teaching students with diverse learning needs in Australia
Edited book (chapter)
Chamlin, Tracey L.. 2024. "Using Constructivist Grounded Theory to understand the experiences of early career teachers teaching students with diverse learning needs in Australia." Keane, Elaine and Thornberg, Robert (ed.) The Routledge International Handbook of Constructivist Grounded Theory in Educational Research. United States. Routledge. pp. 185-202
Chapter Title | Using Constructivist Grounded Theory to understand the experiences of early career teachers teaching students with diverse learning needs in Australia |
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Book Chapter Category | Edited book (chapter) |
ERA Publisher ID | 3137 |
Book Title | The Routledge International Handbook of Constructivist Grounded Theory in Educational Research |
Authors | Chamlin, Tracey L. |
Editors | Keane, Elaine and Thornberg, Robert |
Page Range | 185-202 |
Chapter Number | 10 |
Number of Pages | 18 |
Year | 2024 |
Publisher | Routledge |
Place of Publication | United States |
ISBN | 9781003425403 |
Digital Object Identifier (DOI) | https://doi.org/10.4324/9781003425403-13 |
Web Address (URL) | https://www.taylorfrancis.com/chapters/edit/10.4324/9781003425403-13/using-constructivist-grounded-theory-understand-experiences-early-career-teachers-teaching-students-diverse-learning-needs-australia-tracey-chamlin |
Abstract | This chapter presents an overview of the Constructivist Grounded Theory (CGT) methodology used throughout my PhD research. My study focused on the experiences of 11 early career teachers (ECTs) teaching students with diverse learning needs in general education classrooms in Queensland, Australia. The choice of a CGT methodology was motivated by personal and professional resonance with the philosophical assumptions that are foundational to CGT, that is, that reality is relative and subjective, and that truth is conditional, socially constructed, and defined by individual experiences and perspectives, as described by Charmaz. Identifying a methodology that would both recognise my situatedness as a researcher as well as value the participants’ voices was a critical aspect of my research focus and a deciding factor in choosing CGT for this study. Using my research design diagram as the basis of discussion, this chapter presents the implementation of this study through an explication of the CGT methodology components depicted. Additionally, my reflexivity as a researcher, how data were generated, and my theorisation process for the study are examined. |
Keywords | Education; Research Methods ; Social Sciences |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390411. Special education and disability |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | University of Southern Queensland |
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