The Study Of Grounded Theory In Preschool Teacher Research

Over the past decade, there has been increasing interest in the use of qualitativeresearch method in doing research of preschool teacher. Improving the quality ofqualitative research has great meanings to the development of early childhoodeducation.Grounded theory is an extensively functional and accepted qualitativeresearch method that has been widely applied in the social research field.Based on theanalysis of masters and doctors’ dissertation of preschool teacher research in chinafrom2008to2012, the purpose of this study was to justify the use of grounded theoryas a research method in the preschool teacher research, by using constructinggrounded theory in this integration, and demonstrate the applicability of the proposedmethodology, by providing a typical example of applying the methodology’s steps toan empirical research conducted in the area of preschool teacher research.The paper consists of five parts.Part one: Introduction. This part introduces the reason for selecting the topic, theaims and meanings of the study, and the concluding of the research of teacher studyand grounded theory study, and the central concepts of the study and the researchmethodology.Part two: Using the content analytic method to analyze masters and doctors’dissertations of preschool teacher from2008to2012.Part three:The integration of grounded theory and preschool teacher research.Mainly introduce the characteristics of grounded theory and the rationality of using itas a methodology in the preschool teacher research.Part four:Demonstrating the applicability of the grounded theory by providing atypical example of applying the methodology’s steps to an empirical researchconducted in the area of preschool teacher research.Part Five: Reviewing this study. With the participation, the author tries to find theproblems of doing qualitative research in kindergarten and discuss several suggestionsfor the researchers.