How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application

Kan, Carlos A. van; Ponte, Petra; Verloop, Nico

doi:10.1016/j.tate.2010.06.007

Cited by 16 publications

(14 citation statements)

References 23 publications

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“…Personal construct analysis through the use of repertory grids has been used in education research in myriad ways, such as eliciting students’ views on a topic, assessing an instructor, evaluating a program, and documenting an instructor's beliefs. 17,19,20 According to Bell, “education, in Kelly's view, is necessarily experimental. Its ultimate goal is individual fulfilment and the maximizing of individual potential, capitalizing on the need of each individual to question and explore.” 21 The personal and exploratory nature of personal construct analysis allows teachers to better understand their interactions in the classroom.…”

Section: Part 1: Methodological Foundationmentioning

confidence: 99%

“…Its ultimate goal is individual fulfilment and the maximizing of individual potential, capitalizing on the need of each individual to question and explore.” 21 The personal and exploratory nature of personal construct analysis allows teachers to better understand their interactions in the classroom. 20…”

Section: Part 1: Methodological Foundationmentioning

confidence: 99%

“…16 Construct definition can be simplified wherein subjects consider only one element at a time instead of three. 20 Studies with large samples use constructs defined by the researchers to ensure homogeneity of the instrument. 21 Since this is an auto-constructed study, simplification of construct definition and homogeneity of the instrument are not required.…”

Section: Part 2: Development Of Evaluation Toolmentioning

confidence: 99%

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Unordinary: An evaluation of lecture-free activities using a repertory grid

Osgood

2021

International Journal of Mechanical Engineering Education

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Lecture-free activities afford students with an engaging approach to knowledge acquisition and integration. When peppered throughout a course, experiential activities inject spontaneity, break up familiar patterns, and empower students to take responsibility of their learning. For an instructor, iteration is required to develop effective lecture-free engineering activities, necessitating thoughtful evaluation. The paper adopts Kelly's personal constructs theory, using repertory grid analysis to consider the effectiveness of six unordinary, lecture-free activities. Through a structured comparison of activities, 29 constructs were elicited with inherently subjective, dichotomous poles. The grid was populated ranking each activity between the poles of each construct such as directed learning or creative expression. Using a cluster analysis and descriptive statistics, various themes emerged revealing the author's preference, and connections between seemingly unrelated constructs such as how summative actives use the entire building whereas formative activities are in the classroom. Recommendations are made to generalize the tool to aid instructors in activity evaluation and development through understanding and challenging existing patterns.

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Section: Part 1: Methodological Foundationmentioning

confidence: 99%

Section: Part 1: Methodological Foundationmentioning

confidence: 99%

Section: Part 2: Development Of Evaluation Toolmentioning

confidence: 99%

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Unordinary: An evaluation of lecture-free activities using a repertory grid

Osgood

2021

International Journal of Mechanical Engineering Education

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“…), we developed a repertory interview procedure (Van Kan, Ponte, & Verloop, 2010b), which was a qualitative adaption of Kelly's (1955) standard repertory grid technique. The repertory grid technique is a structured interview that enables the exploration of one person's views.…”

Section: Data Collectionmentioning

confidence: 99%

How do teachers legitimize their classroom interactions in terms of educational values and ideals?

Kan

Ponte

Verloop

2013

Teachers and Teaching

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“…Bumpy moments (Romano 2004) are moments that could, in hindsight, convey several legitimate and competing courses of action with regard to classroom interactions with pupils. In a further specification of the concept, Van Kan, Ponte, and Verloop (2010) stated that bumpy moments involve a conflict with the teacher's values and beliefs. Bumpy moments are considered important to researchers, since they tend to provoke meaningful reflection on behalf of the teacher, which, when made explicit, reveals highly informed material.…”

Section: Specific Exploration Stage (September 2009-january 2010)mentioning

confidence: 99%

Researching classroom communications and relations in the light of social justice

Montessori

Ponte

2012

Educational Action Research

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This article discusses participative action research performed by a network consisting of researchers and student-teachers of a University of Applied Sciences and teachers and pupils of four primary schools in the Netherlands. The research took place in the context of the research group 'Behaviour and Research in the Educational Praxis'. The primary schools focused on inclusive education in order to allow children with special educational needs to participate in mainstream schools. The central idea of the research project was to integrate the insiders' perspective of the teachers with the outsiders' perspective of the university researchers. Therefore, the research project combined process and content goals. The research lasted from September 2008 to June 2010, and consisted of five different stages: orientation, general and specific exploration, reconstruction and overall analysis. This article describes the goals and results of each of these stages. The article concludes with a final discussion on the main findings. An important result included a nuanced view of teachers on their power position in the classroom. Teachers facilitated children to increase their own responsibility for their behaviour and their interaction with their classmates and the teacher. This seemed to provide a basis for a more organic order in the classroom, which was less dependent on the interventions of the teacher.

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How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application

Cited by 16 publications

References 23 publications

Unordinary: An evaluation of lecture-free activities using a repertory grid

Unordinary: An evaluation of lecture-free activities using a repertory grid

How do teachers legitimize their classroom interactions in terms of educational values and ideals?

Researching classroom communications and relations in the light of social justice

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