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ERIC Number: ED440086
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Teachers' Transcending the Limits of Their Past: Repertory Grid Framing Narratives for Learning To Teach.
Hopper, T. F.
This paper explains the use in teacher preparation of a psychoanalytical tool called the repertory grid, examining how the grid has been successfully integrated into physical education teacher preparation courses. Within the process reported here, student teachers engaged in semi-autobiographical reflection on the roots of their personal beliefs and knowledge about teaching physical education. Findings from studies using this approach suggest a postmodern perspective on knowing teaching based on individuals' relational quality to a context. This relational quality allows student teachers to acknowledge an evolving, changing perspective on the complexity of teaching. Such an acknowledgement enables them to transcend the limits of their biographies of being taught as they develop competence and resourcefulness within their communities of teaching. This paper demonstrates the process of developing and re-rating a repertory grid. Data from one student teacher's conversation on interpreting the grid are offered to show how the grid enables student teachers to frame and re-frame their relational quality to their practice in schools. A general review is given of emerging findings from 70 student teachers who have used the repertory grid process. (Contains 24 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A