Teachers' constructs of effective classroom practice: variations across career phases

Journal article

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.

Authors: Kington, A; Reed, N; Sammons, P

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Taylor and Francis (Routledge)
• Journal: Research Papers in Education
• Volume: 29
• Issue: 5
• Pages: 534-556
• Publication date: 2013-08-13
• DOI: 10.1080/02671522.2013.825309
• EISSN: 1470-1146
• ISSN: 0267-1522
• Language: English
• Keywords: teachers; classroom practice; career phase; repertory grid interview; personal construct psychology