Unordinary: An evaluation of lecture-free activities using a repertory grid

Lecture-free activities afford students with an engaging approach to knowledge acquisition and integration. When peppered throughout a course, experiential activities inject spontaneity, break up familiar patterns, and empower students to take responsibility of their learning. For an instructor, iteration is required to develop effective lecture-free engineering activities, necessitating thoughtful evaluation. The paper adopts Kelly's personal constructs theory, using repertory grid analysis to consider the effectiveness of six unordinary, lecture-free activities. Through a structured comparison of activities, 29 constructs were elicited with inherently subjective, dichotomous poles. The grid was populated ranking each activity between the poles of each construct such as directed learning or creative expression. Using a cluster analysis and descriptive statistics, various themes emerged revealing the author's preference, and connections between seemingly unrelated constructs such as how summative actives use the entire building whereas formative activities are in the classroom. Recommendations are made to generalize the tool to aid instructors in activity evaluation and development through understanding and challenging existing patterns.

Psychological indicators of safe social behavior of preschool children in an inclusive educational environment

The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers. Presumably, the safe social behavior of children is determined by the following personal constructs: need-motivational, emotional-volitional, cognitive-cognitive, interpersonal-social ones. To confirm the theoretical model, an empirical study was conducted on the basis of an inclusive preschool educational organization in Shuya (N = 46, from 5 to 7 years old, girls-56%) using a set of psychodiagnostic tools: “Diagnostics of tolerance in preschool children in relation to peers with disabilities” (A. S. Sirotyuk, in the author’s modification); to fix the parameters of anxiety of a preschool child, the projective test of R. Temml, M. Dorka, V. Amen was used; the method of drawing frustration of S. Rosenzweig (modification of T. D. Marcinkovskaya, in the author’s interpretation); “The degree of involvement of older preschoolers in the game interaction with their peers” (S. G. Elizarov, modification of S. S. Zhuravleva); the drawing projective method “I am in kindergarten” (M. Bykova, in the author’s interpretation). It is established that the formation of psychological indicators of safe social behavior of preschool children is mainly at low or medium levels. It is shown that predictors of psychological well-being of preschool children in an inclusive educational environment, which is an integral indicator of safe social behavior, are indicators of social tolerance towards peers with developmental disabilities, empathy, readiness for mutual assistance, non-conflict, low anxiety, and involvement in game interaction. The obtained data should be taken into account when implementing inclusive education programs in preschool organizations.

Introduzindo a geometria fractal no ensino médio: uma abordagem baseada nas formas dos objetos construídos pela natureza

A Geometria Fractal é um tema que tem sido pouco explorado nos ensinos fundamental e médio, apesar da sua extrema utilidade na descrição das formas construídas pela natureza. O objetivo geral desse trabalho foi propor e analisar estratégias didáticas para ensinar a geometria fractal, no ensino fundamental e médio, a partir da observação dos objetos e fenômenos naturais e criados pelo homem. Apesar da perfeita adequação das estratégias didáticas propostas a todo ensino básico a amostra trabalhada foi constituída de só por alunos de uma turma de terceiro ano do ensino médio de uma escola pública da rede oficial de ensino do Estado de Pernambuco. A teoria dos construtos pessoais de Kelly foi o método usado na realização da pesquisa. Os resultados obtidos sugerem que os estudantes ampliaram seus construtos pessoais em função da intervenção didática proposta e que é possível introduzir no ensino médio a geometria fractal. Fractal Geometry is a topic that has been little explored in elementary and high schools, despite its extreme usefulness in describing the shapes built by nature. The general objective of this work was to propose and analyze didactic strategies to teach fractal geometry, in elementary and high school, based on the observation of natural and man-made objects and phenomena. Despite the perfect adequacy of the proposed didactic strategies to all basic education, the studied sample consisted of only students from a third-year high school class in a public school in the official teaching network in the State of Pernambuco. Kelly's personal constructs theory was the method used in conducting the research. The results obtained suggest that students expanded their personal constructs as a result of the proposed didactic intervention and that it is possible to teach fractal geometry in high school.

Mapping Psychological Spaces: Psychotherapeutic Applications of System Dynamics in Fuzzy Cognitive Maps of Personal Constructs

This paper presents an innovative procedure for deriving both Fuzzy Cognitive Maps and Behavior Over Time Graphsfrom Personal Construct Psychology’s Repertory Grids, via the intermediate step of eliciting an adaptation of Bipolar Implications Grids. This makes it possible to have a functional as well as structural model of the Personal Construct System and to test and simulate its anticipated dynamics in hypothetical scenarios, as well as to understand more fully its systemic properties. The paper focuses on the procedure itself, and it is illustrated by means of a case study so as to highlight its significant implications for psychotherapy research and practice.

Formation of Personal Maturity of Students during the Period of Study at University

Addressing the problem of the formation of stu-dents' personal maturity during the period of study at a university in order to identify dynamic changes in its individual components is relevant for psychol-ogy both in theoretical and applied terms. One of the most significant aspects of higher education is the formation of a mature personality, which is ca-pable of making competent, independent, decisions that meet the requirements of subjects of labor rela-tions in professional activity. The process of form-ing the personal maturity of students, updating their internal resources, ensuring their professional de-velopment during the period of study at university will be more successful within the framework of organized support. From this perspective, the article presents an attempt to study the characteristics of the development of personal maturity of students in the process of studying at university, taking into account the issue of the elements of such maturity.. Based on the research and traditions in psychology, which were subjected to theoretical analysis, the main emphasis in our study was placed on those main components of personal maturity that are di-rectly related to such personal constructs as the self-concept, self-awareness, value-semantic sphere. In the context of the studies considered, those that determine its full-fledged functioning were identified as the main components of personal maturity: the value component (self-respect, self-acceptance), the personal component (attitude to one’s “I”, life val-ues and attitudes), achievement motivation (activity) indicators of the ability to psychological closeness (empathy). The analysis of the features of the devel-opment of these components of personal maturity became the goal of the experimental work. The data of a formative experiment are presented, as a result of which it is proved that in the course of systemic psychological and pedagogical support of students, it is possible to change the main components of personal maturity.

Extracurricular activities, Positive Parenting and Personal Positive Youth Development. Differential relations amongst age and academic pathways.

Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories. Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents. Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways. Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Development, but also for the engagement in Extracurricular Activities. Implications for developmental psychologists, practitioners and educators are discussed, especially underscoring the importance of offering extracurricular opportunities.

Pre-Service English Teachers’ Narrative Identity

Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

Critical perspective of English teaching and learning in Turkey

GTM (Grammar Translation Method) is still the commonly utilized method in EFL classes in Turkish Education System. Based on a phenomenographic research design, this paper inquires the personal constructs of EFL state school teachers (n= 15) on the related issue. There in lies the major result in that non-native EFL teachers, who have learnt English totally via GTM, teaches it via GTM as well. Implications are provided to overcome this vicious circle.

Identity play and the stories we live by

PurposeThe purpose of this paper is to advance our understanding of identity play process by including the stories we live by in depth. Over the past decade, identity play literature has placed more emphasis on the role of self-narratives. Yet, the “stories we live by”, including the told or untold stories of past and imagined events of the future, have not been considered in depth in these self-narratives.Design/methodology/approachThis conceptual paper draws on the personal construct theory, narrative identity and constructivist psychotherapy literatures and attempts to include the stories we live by in scholarly conceptualizations and explorations of identity play processes.FindingsDrawing on the personal construct theory, narrative identity and constructivist psychotherapy literatures this paper offers a comprehensive conceptual model of how the stories we live by infuse individual identity construction processes. The model highlights the inter-connectivity among stories we live by, identity play, identity work, sensemaking and social validation. Looking through the lens of the personal construct theory and taking these inter-connectivities into account lead to the observation of temporality in identity construction and the plurivocality of self-narratives.Originality/valueThis paper looks at identity play through the lens of the personal construct theory. However, self-narratives are seen as a medium for manifestation of personal constructs. Thus, this paper also draws on the narrative identity literature and dialogical-self concept, which helps access the multiplicity of the self-narratives to widen our grasp of personal constructs. This paper combines discourse of deconstruction with the dialogical-self concept and provides more means for the explication of identity play.