Raising awareness of classroom constructs: An application of Kelly's repertory grid technique

Greyling, Willfred (2011) Raising awareness of classroom constructs: An application of Kelly's repertory grid technique. Acta Academica, 43 (3). pp. 166-191. ISSN 0587-2405

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Abstract or Summary

This article argues that Kelly’s repertory grid technique allows prospective teachers and their trainers to gain critical-reflective depth when they respond to statistically computed relationships between the poles of pairs of constructs in their group and personal grids. Using ten classroom-specific scenarios as elements, we elicited approximately 800 constructs from a cohort of prospective teachers in the first stage of this awareness-raising project. From these, 12 constructs were selected to include in a repertory ratings grid. Tentative hypotheses about the meaning making within the group and for each indivudal were formulated. These hypotheses were tentative trainer-formulated accounts which could only be accepted or rejected by the participating cohort of teachers in “dialogically accomplished” task-response sequences based on relational subjectivity. Writing tasks were formulated requiring the teachers to validate or reject these tentative hypotheses. These responses were logged and used as evidence of critical-reflective analyses directed at meaning making.

Item Type:Journal article
Keywords that describe the item:Reflection, critical awareness, constructs, teacher trainer
Subjects:L Education > LC Special aspects of education
Divisions:Schools > Centre for Foundation Studies
ID Code:1923
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Deposited On:23 Apr 2012 04:40
Last Modified:10 Apr 2017 02:55

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