Reflective practice in vocational education: Two case studies compared

Greyling, Willfred (2015) Reflective practice in vocational education: Two case studies compared. The International Journal of Arts & Sciences’ (IJAS) international conference, London, UK, 3 to 6 November 2015. (Submitted)

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Abstract or Summary

This presentation outlines how Personal Construct Theory (PCT) methods can be applied in developing a meta-perspective on educator and learner meaning-making in two vocational education contexts, hairdressing and electrical engineering. The research teams selected constructs elicitation and repertory grid technique as data-collection tools (Fransella, Bell and Bannister, 2004) in generating their reflective accounts of their practices. Broadly replicating the same PCT methodology, the author used the two case studies as elements in eliciting meta-level constructs for use in a repertory grid. Descriptive statistics (means and standard deviations), correlations and cluster analyses (dendrograms) were computed and then used as prompts in generating a meta-perspective which was intended to subsume the reflective accounts in the two case studies. As in the latter studies, it is shown how meta-level constructs were related in the author’s meaning-making. We concluded that PCT methods could be used to develop meta-perspectives on vocational educators’ pedagogical meaning-making.

Item Type:Paper presented at a conference, workshop, or other event which was not published in the proceedings
Keywords that describe the item:constructs elicitation, repertory grids, meta-perspective
Subjects:L Education > LC Special aspects of education
ID Code:4288
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Deposited On:09 Feb 2016 21:46
Last Modified:10 Apr 2017 02:32

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