THE REPERTORY GRID TECHNIQUE - PATH TO TEACHER DESCRIPTION OR TEACHERPOTENTIAL

Teachers' decisions are based on certain criteria which teachers belie ve can justify what happens in their classes. Identifying and measurin g those criteria requires multiple approaches in order to triangulate the data as thoroughly as possible. In one case study of a fourth grad e teacher, a repertory grid technique was used as the format for a ser ies of in-depth interviews to supplement classroom observations and ot her interview data. Each subsequent interview generated an increasingl y evolved description of teaching that revealed interesting and new as sociations when the same information was presented to the teacher in a different format. A variety of explanations for the new perspectives are presented, along with recommendations for future research.