An Investigation into Teachers’ Reactions to a Self‐instructional Microteaching Course

Perrott, Elizabeth; Applebee, Arthur N.; Heap, Brian; Watson, Elizabeth

doi:10.1080/1355800760130204

Cited by 10 publications

(1 citation statement)

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“…The literature bears witness to a number of repertory grid studies of teacher thinking. Pope (1977) and Diamond (1985) explored student teachers' perceptions of teaching; Perrott et al (1976) and Kevill et al (1982) looked for changes in teachers' thinking following in-service courses; Hopwood & Keen (1978) used grids in the development of teachers' self-awareness; Olson (1980) studied teachers' responses to an innovative curriculum scheme; Ben-Peretz (1984) looked at the ways in which teachers construed specific curriculum items; and a number of researchers have administered grids in their more detailed examination of the construct systems of individual teachers (Bell, 1980;Rolph & Rolph, 1982;Parsons et al, 1983;Munby, 1984). Where the evidence is provided, it is noticeable that grid constructs tend to be general and, in themselves, not particularly illuminating.…”

Section: Repertory Grids and Research On Teacher Thinkingmentioning

confidence: 99%

Construing Classrooms and Curricula: a framework for research

Yorke

1987

British Educational Res J

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In recent years personal construct theory has become increasingly used to underpin research into teachers' thinking, and a number of researchers have opted to give methodological prominence to the repertory grid.This paper points to the limitations of the theory in respect of research outside the domain of psychotherapy and to some of the problems associated with repertory grid studies. It is argued that repertory grids are inherently positivistic and are thus in philosophical tension with the theory on which they are based, a tension that is not removed by researching in a 'conversation paradigm'.The importance of events in personal construct theory is discussed, and it is suggested that an emphasis on events requires the researcher to adopt an approach that is informed by phenomenology and the philosophy of history.Finally, a return is made to the level of research practice, and a methodological approach is outlined which is-to a greater extent than the repertory grid-consistent with the main thrust of personal construct theory. Stress is given to the importance of the quality of the relationships between constructs, since these have implications for connections between construing and action-an issue which is of crucial importance is the study of teachers' thinking.

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