Search for collections on Wintec Research Archive

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


Full text not available from this repository.


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
Uncontrolled Keywords: Reflection, critical awareness, constructs, teacher trainer
Subjects: L Education > LC Special aspects of education
Divisions: Schools > Centre for Foundation Studies
Depositing User: Willfred Greyling
Date Deposited: 23 Apr 2012 04:40
Last Modified: 21 Jul 2023 02:56

Actions (login required)

View Item
View Item