1 / 22

Teachers ’ constructs about their pupils : A content analysis

Teachers ’ constructs about their pupils : A content analysis. Hanne Touw Utrecht University of Applied Sciences Paulien C. Meijer Utrecht University Theo Wubbels Utrecht University. Research questions. The general question: What are teachers’ personal constructs about pupils

lotta
Download Presentation

Teachers ’ constructs about their pupils : A content analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teachers’ constructs about their pupils:Acontent analysis Hanne Touw Utrecht University of Applied Sciences Paulien C. Meijer Utrecht University Theo Wubbels Utrecht University

  2. Research questions The general question: What are teachers’ personal constructs about pupils and how do these relate to whether teachers experience pupils as regular or demanding? In this paper two sub-questions: • What are teachers' personal constructs about their pupils? • Are there differences between student teachers working in primary education and teachers working in special education?

  3. Positiveconstructs & Oppositeconstructs The construct theory by George Kelly

  4. In what way do two of these personsresembleeachother the most? (and thusdifferfrom the third?) Nelson Mandela Margareth Thatcher Oprah Winfrey

  5. The teacher makes a card foreach of his/her pupils Marrit Joris Mieke Abdel Bram Mo Virgio Micha Kaat Zehra Mette Stijn Jessie Marjo Doris Fien Michiel Nino

  6. In what way do two of these pupilsresembleeachother the most? (and thusdifferfrom the third?) Eliciting personal constructs Bram Marrit Mieke

  7. ExampleEliciting construct Marrit Mieke Quiet

  8. ExampleEliciting opposite construct busy restless naughty Quiet involved

  9. Describing constructs Stap 3

  10. The coding system

  11. The coding system

  12. Coefficients of interrater agreement

  13. The positiveconstructs 146 139 127 102 58 51 16 10 7 existential

  14. The oppositeconstructs 148 142 126 106 57 51 13 8 5 existential

  15. Opposite constructs in the Coding System Student teachers Teachers

  16. Three questions to be discussed with the audience • What do we need to know about teacher cognitions about demanding pupil behaviour? • Why do teachers at special schools formulate significantly more constructs about the individuality of a pupil, the constructs that are coded in the personal area? • Teachers perceive an increase in behavioural problems. What is needed in order to have teachers see more positive aspects in the differences between pupils?

  17. hanne.touw@hu.nl

More Related