International Journal of Qualitative Studies in Education vol:14 issue:1 pages:55-70
This study describes an iteractive research method by which empirically validated models of work-related learning were constructed. Theoretical models were elaborated and practical experiments conducted in seven stages. A shift occurred during the research process regarding the practical goal, the underlying theoretical propositions, and the methodological instruments used. This shift, from an empirical-analytical to a more constructivist approach, is the focus of the present study, demonstrating the benefits of a nonlinear research design in yielding both practically and theoretically relevant notions about work-related learning. It is concluded that an iterative method of constant comparison in practice based on theoretical categories, which alternates inductive and deductive procedures, is useful for developing empirically validated models of work-related learning.