Effectiveness of Qualitative Research Methods in Theorizing Practical Issues in Art Education:

The Grounded Theory Approach (GTA) for Hypothesis Generation

Abstract

　　 This paper describes the key points and issues in utilizing the Grounded Theory Approach (GTA), a kind of qualitative research method, in analyzing the practice of art education, including a self-historical discussion. Specifically, this paper discusses case studies of practical research using Saiki’s GTA and M-GTA, and refers to their purpose, contents, and results. The former case was oriented toward theorizing the framework of art teachers’ perceptions and interactions in evaluation. In contrast, the latter case was oriented toward positioning the researcher as a party to problems in social relations and returning the results to society. Finally, issues regarding utilizing GTA, graduate school education, and peer-review systems, including the creation of guidelines, are described.