In the previous paper, Teacher Knowledge Part 1; Unstopping the Dam, the suggestion was made that a methodology based on Personal Construct Theory (PCT) could be used to explore and develop a new model of teacher professional development prepared by Fielding (1983). Two questions were asked. What is this methodology? How can it be used to explore and develop Fielding's model? The second question was dealt with in the earlier paper. The first is the subject of this paper. The intention here is threefold; firstly, to describe the theory of personal constructs, originated by Kelly (1955) and elaborated by Fransella and Bannister (1971) second to discuss the preparation and analysis of repertory grids, a procedure stemming from the theory conceived by Kelly (1955, 1961) and again elaborated by Fransella and Bannister (1977); finally to consider some of the measures used in and interpretations made of repertory grid analyses.
McQualter, J. W.
Teacher Knowledge Part 2: Personal Construct Theory as the Basis of a Methodology to Study Teaching.
Australian Journal of Teacher Education, 10(2).