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Teachers’ Constructs Of Effective Classroom Practice: Variations Across Career Phases.

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Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353, Reed, N. and Sammons, P. (2014) Teachers’ Constructs Of Effective Classroom Practice: Variations Across Career Phases. Research Papers in Education, 29 (5). pp. 534-556. ISSN Print: 0267-1522, Online: 1470-1146

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Official URL: http://www.tandfonline.com/doi/full/10.1080/026715...

Abstract

This paper outlines a theoretical framework which offers an explanation of the complexity of how teachers define their effectiveness in relation to their classroom practice. The research from which this framework emerged was a two-year, mixed method study of 81 primary and secondary school teachers. The use of repertory grid interviews combined with a number of other methods is unique in a study of teachers’ practice and, from the elicited constructs, seven key themes emerged. These themes, analysed in relation to three broad career phases, indicate a number of issues important for teachers as they transfer from early-to-late career.

Item Type:	Article
Additional Information:	Published online: 13 Aug 2013. Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.
Uncontrolled Discrete Keywords:	classroom practice, repertory grid interview, career phase, teachers, personal construct psychology
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	College of Arts, Humanities and Education > School of Education
Related URLs:	http://www.tandfonline.com/ http://library.worc.ac.uk/resources/libr...
Depositing User:	Alison Kington
Date Deposited:	07 Nov 2013 11:24
Last Modified:	17 Jun 2020 17:01
URI:	https://eprints.worc.ac.uk/id/eprint/2692

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