Abstract
The purpose of this conceptual paper is to analyze the two main education science traditions, Anglo-American and Continental European, in relation to their interaction with qualitative research. After these two traditions are described, construction and use of theory in research is problematized through the perspectives in these traditions, and qualitative research is positioned in the priorities and knowledge claims they offer. In addition, the use of qualitative research in various areas of educational science such as teacher education, teaching and learning, curriculum studies is analyzed through the diverse educational science orientations. Finally, the case of Turkish educational science tradition is discussed in terms of subfields and research priorities promoted.
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