A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers'' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers'' thinking.

A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers'' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers'' thinking.

A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers' thinking.

Combining critical reflectivity and pragmatic guidance, this book is designed to meet the needs of professionals in the public and private sector whose work involves them in developing their own and others’ knowledge and practice. The book begins by providing a thoroughly referenced review of the philosophies and theories underpinning current approaches to professional education as a basis for demonstrating the particular salience and implications of a Personal Construct Psychology approach for practice and research. This establishes a conceptual framework for the extensive practical guidance which follows on how to implement, with rigour and sensitivity, a range of techniques from the traditional structured repertory grid to more flexible, innovative strategies for exploring how the world is or might be construed. A selection of exemplar applications from a variety of fields of professional practice illustrates the elasticity of the approach and methods, challenging readers to adapt the ideas presented as a catalytic resource to the development of professional practice and research.

A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers'' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers'' thinking.

A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers'' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers'' thinking.

A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers' thinking.

Combining critical reflectivity and pragmatic guidance, this book is designed to meet the needs of professionals in the public and private sector whose work involves them in developing their own and others’ knowledge and practice. The book begins by providing a thoroughly referenced review of the philosophies and theories underpinning current approaches to professional education as a basis for demonstrating the particular salience and implications of a Personal Construct Psychology approach for practice and research. This establishes a conceptual framework for the extensive practical guidance which follows on how to implement, with rigour and sensitivity, a range of techniques from the traditional structured repertory grid to more flexible, innovative strategies for exploring how the world is or might be construed. A selection of exemplar applications from a variety of fields of professional practice illustrates the elasticity of the approach and methods, challenging readers to adapt the ideas presented as a catalytic resource to the development of professional practice and research.