Abstract Information

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

• Journal Title: Acta Academica
• Volume: Volume 43
• Issue:  Issue 3
• Publication Date: 2011
• Pages: 166  - 191
• Authors:  Willfred Greyling;
• ISSN: 05872405
• Abstract:  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, the teacher-trainer 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 individual 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.
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