Interpreting the Experience of Preservice Teacher Education

Year: 1986

Author: Borthwick, Jill

Type of paper: Abstract refereed

The perspective of individuals undergoing teacher education is explored through the use of methods drawn from personal construct theory. Sources of data include repertory grids completed by 17 trainee teachers after each period of practice teaching and follow-up learning conversations with these individuals about their grids. From these data, mode grids are elicited which map out group change over the pre-service year. The process of change shown in these grids depicts a group moving through stages of teaching maturity from levels encompassing that of conventional teacher up to that of self-definino teacher.