Constructivist data in qualitative research

This article explores constructivism as a theory in qualitative educational research

The framework of applicability of constructivism as a theory includes the guiding principles of applying it as well as the various types of constructivism in qualitative educational research

The strength of the constructivist research tradition is its focus on the experiences of individual participants and on processes and experiences over time

A limitation is that it does not allow for conclusions that can be generalized to other populations

The chapter tackles constructivist paradigm and phenomenology, as combined by the author in her PhD research project concerning the process of conceptualising identities in a culturally diverse setting

Applying such approach, a researcher uses bracketing as a taken for granted assumption in describing the natural way of appearance of phenomena