Pedagogisch Tijdschrift - Forum voor Opvoedkunde vol:15 issue:1 pages:16-24
In this article the symbolic interactionist paradigm is shortly proposed. The human being is characterized as a dynamic, interactional constructor of meanings, which has to be studied in an inductive and anascopic way.
A description of the state of affairs in the British research concerning classroom behaviour of teachers and pupils at the beginning of the schoolyear, has to make it possible for the reader to estImate correctly the
confirmation in substance of the symbolic interactionist presuppositions and the methodological feasibility of such kind of research. Symbolic interactionist research shows indeed a number of advantages which should not be underestimated; but, nevertheless, it has to deal with some serious disadvantages. A number of these shortages do not manifest themselves in more traditional survey-research (which, although, in turn, has other restrictions).Conduding one may say that the combination of both research-methods should
be encouraged in the future.