Investigating Teacher and Student Thinking About the Process of Teaching and Learning Using Autobiography and Repertory Grid

Abstract

The process of teaching and learning lies at the very heart of education. The more one knows about this process, the better one will be able to influence its growth and direction. The attempt to better understand the teaching and learning process has traditionally been dominated by behaviorist and positivist research paradigms. It is possible to augment advances previously made by examining how those who are principally and directly involved in the process of teaching and learning—that is, teachers and students—think as well as behave. Autobiography and repertory grid, it is argued, are two methods ideally suited to the purpose of elucidating the perspectives of teachers and students.

The Change of Science Teachers’ Personal Knowledge about Teaching Models and Modelling in the Context of Science Education Reform

“…As he was a psychotherapist, the application of his method has for a long time been restricted to clinical psychology. However, since the 1980s, there has been an increasing number of publications in educational research that mention the use of the repertory grid to inquire into the process of learning and teaching, primarily from the perspective of the students and teachers directly involved (for example, Bezzi, 1996;Castejon & Martinez, 2001, Corporaal, 1991Pope & Denicolo, 2004;Solas 1992;Verloop 1989). Teachers' personal knowledge can originate from a range of experiences including both practical experiences, such as everyday activities, as well as past formal schooling, which includes initial teacher education or continued professional training (Calderhead, 1996).…”

At Play in the Space: The concept of 'the social practice approach' in the Scottish adult literacies field

“…Day, Pope and Denicolo 1990, Solas 1992, Pope and Denicolo 1993, Hillier 1998. Similar to the notion of mental mosaics, Kelly's (1995) PCT asserts that in reaction to their experience of the world, individuals develop implicit theories which then influence their own responses and behaviours.…”

A Meta-Analysis of Contemporary Quality of Educational Management Research

“…The education literature contains many studies which state that improving instruction relies on research that not only examines what teachers do in class, but also analyzes their perceptions and interpretations of their actions (Bullough, 1991;Joseph & Burnaford, 2001; Kloss, 1987;Nieto, 1994;Solas, 1992). Obtaining a better understanding what occurs in classrooms thus depends on reflection and analysis of the instruction and interaction that happens in this context by those involved in the actual processes (Dewey, 1938(Dewey, /1997.…”