Teachers can change: A kellyian interpretation

Patrick C.T. (1982) Teachers can change: A kellyian interpretation. Journal of Education for Teaching, 8 2: 163-173. doi:10.1080/0260747820080206


Author Patrick C.T.
Title Teachers can change: A kellyian interpretation
Journal name Journal of Education for Teaching   Check publisher's open access policy
ISSN 1360-0540
Publication date 1982-05-01
Sub-type Article (original research)
DOI 10.1080/0260747820080206
Open Access Status Not yet assessed
Volume 8
Issue 2
Start page 163
End page 173
Total pages 11
Subject 3304 Education
Abstract Without Unceasing Practise nothing can be done. Practise is Art. If you leave off you are lost.’ (William Blake, inscription on The Laocoon) This article explores Kelly's theory of personal constructs and its application to teachers of composition. People are best understood in terms of the ways they anticipate events. These bases of discrimination are bipolar constructs that are open to revision. Kelly explains that members of a group are similar because they use the same constructs to order events. However, in order to enter into a relationship with others, they need first to subsume the others’ personal constructs. When teachers of composition were construed as Kellyian psychologists, they were found to construe other people as denying them classroom autonomy and to see themselves as not very effective instructors. Explanations for the survival of their construct systems were provided. Conceptual change may depend upon the centrality and interconnectedness of the constructs and upon the strength of the disconfirrnations they endure. Kelly's fixed-role programme enables teachers to be helped to reconstruct their pedagogies.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import - Archived
 
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Created: Tue, 12 Jul 2016, 12:11:07 EST by System User