Abstract
This article explores the theoretical and methodological approaches of (auto)biographical qualitative research and grounded theory, based on their historical and epistemological characteristics. This study in music education aimed to gain an understanding of the process of becoming a primary school music teacher. The Supervised Internship course in teacher education for a music degree was analyzed using the methodological and formative (auto)biographical dispositifs of the Biographical Project Workshop (Delory-Momberguer, 2006) and situational analysis (Clarke, 2005), constructed through the students’ oral, written, and musical narratives based on their experiences as music teachers in the public elementary schools. As a result of the methodological combination, it was found that the research procedure was a collaborative process between the researcher and the participants. This approach allowed for theorizing that did not decontextualize the trainees' narratives. It is recommended to consider using this combination with a postmodern perspective on grounded theory due to epistemological compatibility. Further exploration of the empirical field and reflexivity could contribute to the advancement of qualitative research methodology.
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