Abstract

The article deals with the possibilities of using grounded theory for a qualitative analysis of lessons in order to identify the role of a teacher and strategies that allow him/her to play this role. Such an analysis can be useful during the implementation of new methods and means into the learning process. The characterization of differences in teachers’ behaviour during everyday lessons and lessons in which the new methods are applied allows us to expose their weaknesses. In the paper, the procedure of analysis is discussed in detail. Through examples, we explain not only the application of open, axial and selective coding but also an intermediate level of coding, which represents a new element in grounded theory.

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