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

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID3137
Book TitleThe Routledge International Handbook of Constructivist Grounded Theory in Educational Research
AuthorsChamlin, Tracey L.
EditorsKeane, Elaine and Thornberg, Robert
Page Range185-202
Chapter Number10
Number of Pages18
Year2024
PublisherRoutledge
Place of PublicationUnited States
ISBN9781003425403
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
AbstractThis 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.
KeywordsEducation; Research Methods ; Social Sciences
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390411. Special education and disability
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Byline AffiliationsUniversity of Southern Queensland
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