Methodological Combinations in Qualitative Research in Music Education: Autobiography and Grounded Theory

Authors

Monica Marques, Universidade do Estado de Santa CatarinaFollow
Teresa Mateiro, Universidade do Estado de Santa Catarina

Abstract

This article explores the theoretical and methodological approaches of (auto)biographical qualitative research and grounded theory, based on their historical and epistemological characteristics. This study in music education aimed to gain an understanding of the process of becoming a primary school music teacher. The Supervised Internship course in teacher education for a music degree was analyzed using the methodological and formative (auto)biographical dispositifs of the Biographical Project Workshop (Delory-Momberguer, 2006) and situational analysis (Clarke, 2005), constructed through the students’ oral, written, and musical narratives based on their experiences as music teachers in the public elementary schools. As a result of the methodological combination, it was found that the research procedure was a collaborative process between the researcher and the participants. This approach allowed for theorizing that did not decontextualize the trainees' narratives. It is recommended to consider using this combination with a postmodern perspective on grounded theory due to epistemological compatibility. Further exploration of the empirical field and reflexivity could contribute to the advancement of qualitative research methodology.

Keywords

supervised teacher education, Biographical Project Workshop, situational analysis

Author Bio(s)

Monica Marques (https://orcid.org/0000-0001-8628-6377) is a doctoral student at the Postgraduate Programme in Music of the State University of Santa Catarina (PPGMUS/UDESC/Brazil), in the research line Music Education. Master's degree in Music in Context at the University of Brasília (UnB). She is a member of the Research Group on Music Education and Teacher Training (ForMusi/UDESC/CNPQ). Professor at the Music Department of the Federal University of Maranhão (UFMA). Music teacher education, the (auto)biographical approach and grounded theory are the main fields of study. Please direct correspondence to monica.luchese@ufma.br

Teresa Mateiro (http://orcid.org/0000-0002-3527-8366) is Professor of Music at the State University of Santa Catarina (UDESC, Brazil), and member of the Postgraduate, Master's and Doctoral Programmes in Music (PPGMUS) and Professional Master's in Arts (PROF-ARTES). She holds a PhD in Philosophy and Educational Sciences from the University of the Basque Country (Spain) and a postdoctoral qualification from the University of Lund (Sweden). She held the position of lecturer at Örebro University in Sweden. She is the coordinative leader of the Music Education and Teacher Training Research Group (ForMusi/CNPq/UDESC). She is the co-author of the following books: Práticas de Ensinar Música (Sulina, 2014), Pedagogias em Educação Musical (InterSaberes, 2012), Pedagogias Brasileiras em Educação Musical (InterSaberes, 2016) and Estudantes e professores(a)s de música: estágios vividos e histórias contadas durante a pandemia (EdUFMA, 2022). Please direct correspondence to teresa.mateiro@udesc.br

Publication Date

10-20-2024

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2024.7651

Recommended APA Citation

Marques, M., & Mateiro, T. (2024). Methodological combinations in qualitative research in music education: Autobiography and grounded theory. The Qualitative Report, 29(9), 2486-2501. https://doi.org/10.46743/2160-3715/2024.7651