ABSTRACT

We contend that theories of knowledge will be integrated into a repertoire of constructs which teachers hold and that the staff developer/teacher educator will need to come to an understanding of the role these perspectives play in relation to other constructs in the teachers repertoire. We will argue that teachers’ views may be highly resistant to change and will advocate an approach similar to views expressed by Kelly on Fixed Role therapy as a means of encouraging teachers to reflect on their positions and the implications of their viewpoints for their practice in the classroom.