Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity
Apstrakt
In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized "alternative lectures" as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique "river of experience," Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance wit...h their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice.
Izvor:
Journal of Constructivist Psychology, 2019, 32, 1, 1-17Izdavač:
- Taylor & Francis Inc, Philadelphia
Finansiranje / projekti:
DOI: 10.1080/10720537.2017.1336137
ISSN: 1072-0537
WoS: 000461646000001
Scopus: 2-s2.0-85021069103
Institucija/grupa
Psihologija / PsychologyTY - JOUR AU - Simić, Nataša AU - Jokić, Tijana AU - Vukelić, Milica PY - 2019 UR - http://reff.f.bg.ac.rs/handle/123456789/2853 AB - In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized "alternative lectures" as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique "river of experience," Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance with their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice. PB - Taylor & Francis Inc, Philadelphia T2 - Journal of Constructivist Psychology T1 - Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity EP - 17 IS - 1 SP - 1 VL - 32 DO - 10.1080/10720537.2017.1336137 ER -
@article{ author = "Simić, Nataša and Jokić, Tijana and Vukelić, Milica", year = "2019", abstract = "In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized "alternative lectures" as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique "river of experience," Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance with their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice.", publisher = "Taylor & Francis Inc, Philadelphia", journal = "Journal of Constructivist Psychology", title = "Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity", pages = "17-1", number = "1", volume = "32", doi = "10.1080/10720537.2017.1336137" }
Simić, N., Jokić, T.,& Vukelić, M.. (2019). Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity. in Journal of Constructivist Psychology Taylor & Francis Inc, Philadelphia., 32(1), 1-17. https://doi.org/10.1080/10720537.2017.1336137
Simić N, Jokić T, Vukelić M. Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity. in Journal of Constructivist Psychology. 2019;32(1):1-17. doi:10.1080/10720537.2017.1336137 .
Simić, Nataša, Jokić, Tijana, Vukelić, Milica, "Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity" in Journal of Constructivist Psychology, 32, no. 1 (2019):1-17, https://doi.org/10.1080/10720537.2017.1336137 . .