Personal Construct Psychology for Developing Reflective Teaching in Physical Education: A Story of Decentering 'Self' as Teacher
Abstract
This study examines how a semi-autobiographical process associated with personal construct psychology (PCP) assisted student teachers in developing reflective teaching practices. This paper introduces how the repertory grid process from PCP offers a tool to develop reflective thinking in a teacher preparation course. The repertory grid process encourages student teachers to question the autobiographical roots of their personal beliefs on effective teaching. Using a case study of a student teacher, this paper examines how, after a nine-week school teaching practice, a student teacher used the repertory grid to re-frame her understanding of teaching. The findings from the study suggest that the repertory grid procedures offers student teachers a reflective process for self-evaluation, self-referencing and self-awareness that enables them to realize more effective teaching practices.
Cette étude porte sur le processus semi-autobiographique de la psychologie de la construction personnelle (PCP) pour aider les étudiants en enseignement à élaborer des stratégies d'enseignement axées sur la réflexion. Ce mémoire explique comment le rocessus de la grille du répertoire de PCP peut aider à l'enseignement de la réflexion à ces étudiants. Ce processus encourage les étudiants à remettre en question les fondements de leurs convictions personnelles à l'égard de l'enseignement efficace. En secondant sur une étude de cas auprès d'une étudiante, l'auteur a étudié comment, après un tage d'enseignement de neuf semaines, l'étudiante utilise le processus de la grille du répertoire pour situer à nouveau sa compréhension de l'enseignement. Selon cette étude, le processus de la grille de répertoire permettrait aux étudiants d'adopter un processus de réflexion pour l'autoévaluation, le raisonnement autoréférentiel et la connaissance de soi afin d'adopter des pratiques d'enseignement plus efficaces.
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