Greyling, Wilfred (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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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.
|Keywords:||Reflection, critical awareness, constructs, teacher trainer|
|Subjects:||L Education > LC Special aspects of education|
|Divisions:||Schools > School for Foundation Studies|
|Deposited On:||23 Apr 2012 04:40|
|Last Modified:||23 Apr 2012 04:40|
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