GROUNDED THEORY METHODOLOGY FOR UNDERSTANDING HOW EQUINE ASSISTED LEARNING CONTRIBUTES TO ADULT LEARNING

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

The aim of this article is to provide a theoretical review of Grounded Theory methodologies and their application in research, to understand how adults learn through guided human and horse interaction during an Equine Assisted Learning session. There are many debates about similarities and differences between Glaserian Grounded Theory (GGT), Strauss and Corbin Grounded Theory (SGT) and Constructivist Grounded Theory (CGT). All three approaches have been analyzed with the aim of understanding mutual similarities and differences between them, as well as understanding original ideas for conceptualizing these approaches and to select a Grounded Theory approach that best matches the research question - how adults learn when the learning takes place through guided human and horse interaction during an Equine Assisted Learning session.
Original languageEnglish
Title of host publicationInnovations, Technologies and Research in Education, 2019
Subtitle of host publicationproceedings of ATEE spring conference
Place of PublicationRiga
PublisherUniversity of Latvia
Pages464 -472
Number of pages9
ISBN (Print)9789934184819
DOIs
Publication statusPublished - 2019
Externally publishedYes
EventAssociation-for-Teacher-Education-in-Europe (ATEE) Spring conference - Riga, Latvia
Duration: 7 Jun 20198 Jun 2019

Conference

ConferenceAssociation-for-Teacher-Education-in-Europe (ATEE) Spring conference
Country/TerritoryLatvia
CityRiga
Period7/06/198/06/19

Keywords*

  • Adult learning
  • Equine Assisted Learning
  • Grounded Theory

Field of Science*

  • 5.3 Educational sciences

Publication Type*

  • 3.1. Articles or chapters in proceedings/scientific books indexed in Web of Science and/or Scopus database

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