Personal Construct Psychology for Developing Reflective Teaching in Physical Education: A Story of Decentering 'Self' as Teacher
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
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 etude porte sur le processus semi-autobiographique de la psychologie de la construction personnelle (PCP) pour aider les etudiants en enseignement a elaborer des strategies d'enseignement axees sur la reflexion. Ce memoire explique comment le rocessus de la grille du repertoire de PCP peut aider a l'enseignement de la reflexion a ces etudiants. Ce processus encourage les etudiants a remettre en question les fondements de leurs convictions personnelles a l'egard de l'enseignement efficace. En secondant sur une etude de cas aupres d'une etudiante, l'auteur a etudie comment, apres un tage d'enseignement de neuf semaines, l'etudiante utilise le processus de la grille du repertoire pour situer a nouveau sa comprehension de l'enseignement. Selon cette etude, le processus de la grille de repertoire permettrait aux etudiants d'adopter un processus de reflexion pour l'autoevaluation, le raisonnement autoreferentiel et la connaissance de soi afin d'adopter des pratiques d'enseignement plus efficaces.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it