Construing Classrooms and Curricula: a framework for research

Abstract

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.

The Teaching Profession: A Comparative View

“…Although we are sympathetic to the reservations of Yorke (1987) about their utility in the study of teachers' thinking (as noted in Pope [1981] and Denicolo [1985]), we found the grid procedure to be a useful vehicle for exploring the issues in this study. Thus we have avoided treating the grid data in an essentially positivistic manner and did use notes made during the conversations that occurred during grid completion to shed light on the personal meaning to the participant of the words used to denote each construct.…”

Teacher Thinking and Professional Action

“…Attempts to encompass all of practice had yielded mixed results (Munby, 1984). Moreover, we felt such mechanistic treatment of personal meanings was unsuitable to our phenomenological stance, a sentiment shared by Yorke (1985).…”

Repertory grid

“…These graphs were discussed with the student, and if any student wished to adjust ratings or the wording of constructs, then the changes were immediately carried out. The opportunity to talk about or interpret the patterns added substantially to the researcher's understanding of student thinking, thus making the student an essential part of the evaluation process [47].…”