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A Teacher's Implicit Model of How Children Learn
Author(s) -
Parsons John M.,
Graham Norman,
Honess Terry
Publication year - 1983
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192830090110
Subject(s) - articulation (sociology) , repertory grid , focus (optics) , interpretation (philosophy) , teacher education , process (computing) , mathematics education , computer science , psychology , social psychology , physics , optics , politics , political science , law , programming language , operating system
It is assumed that knowledge of a teacher's ‘implicit model’ of how children learn is an invaluable aid to effective in‐service training, and that the process of developing such a model is, in itself, of value to the teacher. This study describes the framework within which the ‘implicit model’ of one particular teacher was articulated and made explicit. The framework draws on grid technique and the audio/video recording of lessons, and involves associated rules and theory for interpretation, relying especially on negotiated feedback and thematic analysis. It is concluded that the framework would allow for the development of a sophisticated understanding and articulation of any teacher's implicit model, whatever its focus.