ABSTRACT
Views of development depend on domains of interest and epistemological orientation. Paradigm shifts evident in the central structures of science and society indicate renewed permeability in research applications. Studies of development are particularly in want of novel approaches when considered from a constructivist perspective. Kelly's (1955) assumptions of individuals’ abilities to represent reality are used to adopt a bottom-up view of personal development. A technique of career mapping was devised to assist examination of long-term teacher reflection and anticipation. Thirty teachers recalled past events and projected future events (positive or negative) deemed to be ‘landmark events’ which were labelled, briefly described and considered for impact. A self-characterisation sketch was produced through synthesis of event narratives. Nearly all participants expressed surprise, new perspective and feelings of resolution and clarification of relations between self, important others and practice. Providing context for events brought out submerged constructs and patterns found by participants produced insights into constructs. Mapping produced visual representations of life and career and used Kelly's (1955) view of events over the span of life as opposed to the flicker of passing moments. Narrative enquiry and constructivist methods and assumptions are useful for nomothetic and idiographic approaches and may lead to productive research on the long-term effects of development on teachers actions.
