Constructivist Grounded Theory

In her first edition of the Constructing Grounded Theory book, Charmaz (2006) insisted: Grounded theory serves as a way to learn about the worlds we study and a method for developing theories to understand them. In classic grounded theory works, Glaser and Strauss talk about discovering theory emerging from data separate from the scientific observer. Unlike their position, I assume that neither data nor theories are discovered. Rather, we are part of the world we study and the data we collect. We construct our grounded theories through our past and present involvements and interactions with people, perspectives, and research practices. (p. 10)

The constructivist paradigm, therefore, views the research as constructed rather than discovered and, therefore, “fosters researchers’ reflexitivity about their actions” (Charmaz, 2014, p. 13). Charmaz’s constructivist approach to grounded theory is strongly aligned with the social constructivists such as Lev Vygostky (1962) and Yvonna Lincoln (2013), who believe the process of knowing and learning takes place under the influence of social contexts, interactions, and interpretive perceptions. This approach to grounded theory stresses the flexible stance of the researcher and avoids the criticism of traditional grounded theory as discussed earlier (Charmaz, 2014). Using Charmaz’s approach to grounded theory is flexible and the researcher constantly interacts with data and is simultaneously immersed in the analysis of data (Charmaz, 2006):

Researchers can use basic grounded theory guidelines such as coding, memo writing and sampling for theory development and comparative methods in many ways are neutral. Grounded theory guidelines describe the steps of research process and provide path through it. (p. 9)

One central tenet of constructivist grounded theory is the sense of reciprocity between participants and the researchers in the co-construction of meaning and ultimately creating a theory grounded in the participants and researcher’s experience (Mills, Bonner & Francis, 2006). Constructivist grounded theory advocates the interpretations of the co-construction of a theory informed by the shared reality of the participants’ voices and researchers’ views. As

Conceptual Changes in Higher Education Teaching and Learning in Vietnam

56 Charmaz (2008, p. 133) put it: “Entering the phenomenon shrinks the distance between the viewer and the viewed”. This approach allows a better understanding and mutual respect between the researcher and participants and encourages the development of a reality through social, cultural interactions and social relationship with participants in a certain context. My decision to adopt the constructivism grounded theory approach was influenced by the constructivism epistemology and inspired and led by the aforementioned principle. The aim of this study was to generate a theory on the co-construction of meaning through the voices and experience of both the participants and myself, to generate new perspectives and conceptions (of higher education teaching and learning) that can represent the specific group of participants in a particular context (Vietnam). I, myself, used to be a participant of the studied program and have had five years’ work experience in Vietnamese higher education in this region, as such, my theoretical sensitivity could facilitate the process of construction of the shared meaning on teaching and learning in higher education. The study was initiated by my own interest in the topic of teaching and learning in higher education, and encouraged by peers and trainers of a teacher training program. The shared understanding of conceptions of teaching and learning was then developed through subsequent interviews and interactions with participants. Unlike the classic approaches of grounded theory, I focused on conceptions of participants and noted how their given contexts influenced their views, and changes. The investigation of participants’ conceptions, in this study, did not follow an objective stance, but instead, was socially constructed through an interactive process with stakeholders, and participants under diverse cultural and contextual influences. The constructivist approach to grounded theory, therefore, fits in the constructivist epistemological paradigm chosen for the study.

Grounded theory was appropriate for this study according to three following dominant principles, as listed by Birks and Mills (2011, p. 16):

 Little is known about the area of the study.  The generation of theory with explanation power.

 An inherent process is imbedded in the research situation that is likely to be explicated by grounded theory methods.

Those principles have all been applied in this study. Firstly, little has been reported on Vietnamese higher education teachers’ conceptions of and approaches to teaching and

Conceptual Changes in Higher Education Teaching and Learning in Vietnam

57 learning and how the professional development programs might influence these conceptions. In addition, there has been no study, if any, conducted in Vietnam to explore, explain and discuss the necessity or impacts of the compulsory teachers’ professional development programs for higher education teachers. Since MOET issued the decision to require higher education teachers to compulsorily attend the training program in 2007, no study has been formally published on impacts of such a program or on participants’ reflections on the program. A study addressing these issues will be a valuable contribution to program adjustment, modifications and to better influence teaching capacity. Secondly, one of the intended outcomes of the study was to generate a theory on teachers’ conceptions of teaching and learning and approaches to teaching in higher education contexts, therefore grounded theory best fits the study (Birks & Mills, 2011). The study also adopted an interpretive theoretical perspective, explicating the studied phenomena, i.e. what influences participants’ views on teaching and learning and what leads to their conceptual change. The study aligns with Marshal and Rossman’s (1990) characteristics of using grounded theory approach: focusing on everyday lived experiences, valuing participants’ perspectives, inquiry as an interactive process between the researcher and participants, and relying on peoples’ words. Finally, the study involved an ever-developing process of constant comparative analysis and was modified from time to time, as emphasised by Charmaz (2014). In this study, the process was indicated throughout the analysis phase, which will be later explained in the 3.6 Data Analysis. The process of developing a theory for this study relied on Charmaz’ s (2014) framework, which is presented in Figure 3.1.

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58

Figure 3.1 Constructivist grounded theory process (Charmaz, 2014, p. 18)

Consistent with Charmaz’s (2006) philosophy of constructivist grounded theory, this research aimed to develop a detailed understanding of the underlying social or psychological processes within a certain context by exploring in more detail conceptions held by participants of a professional development program through under the influence of social contexts and interactions. The studied phenomena, participants’ conceptions of teaching and learning in higher education, was discovered through the interview process with research participants in the context where one higher education teacher training program for these participants was taking place. Their conceptual change through the interactions with peers and program presenters, and the knowledge transferred to participants was explored using a constructivist grounded theory approach. This approach allowed me to focus attention on the participants’ conceptual change that might occur in a given context (Charmaz, 2006), which may not be immediately apparent but emerged over time as the data was analysed and theory began. In addition, this study supports the view that the research must be portrayed in an interpretive manner in which the researcher and the participants share the co-construction of reality (Charmaz, 2006). This study emphasised my own experience, knowledge and how I constructed my view of reality. The grounded theory in this study, was socially constructed

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59 by me and the participants, and all empirical evidence was interpreted within the research context.