An Ownership approach to teacher development: A constructivist view

The purpose of this action research study is twofold: i) to develop in the teachers a heightened understanding of themselves as teachers and their own situations so as to find solutions to the problems that they identify; ii) ii) to develop in the researcher an understanding of how to design and conduct teacher development courses by engaging in the same process as teachers. To achieve the above mentioned aims, it focuses on the following exploratory research questions: i) Does involvement in an action research cycle help teachers become aware of their own strengths and weaknesses as EFL teachers?; ii) What are the factors (regarding the approach employed and the environment created by the teacher development unit) that affect teacher development?; iii) What is the structure and content of the teachers' personal theories regarding the features that lead to teacher development?; iv) Do changes occur in the content of the teachers' personal theories regarding the features that lead to teacher development?; v) Do changes occur in the structure of the teachers' personal theories regarding the features that lead to teacher development?; vi) What is the nature of the teachers' construction of self and ideal self as teacher in relation to different types of teachers they know?VI The data of the study were collected through Repertory grids, Interviews, Diaries, and Questionnaires. Repertory grid data obtained from the teachers were subjected to FOCUS and Exchange grid analyses using the Rep Grid 2 computer programme. Reflections done in Interviews, diaries, and questionnaires were subjected to content analysis. The conclusions drawn from the study were as follows: i) an action research study helps teachers become aware of their strengths and weaknesses as teachers; ii) teachers learn best through personal experience, problem-solving, and discussion rather being told what to do and how to do it; iii) work-shop-oriented approach adopted in teacher development activities contribute to the up-take of the new information as it creates an open and cooperative environment for learning; iv) teachers gain new perspectives on practice by being involved in writing tasks (e.g., diary keeping, project writing); v) skills of Cooperative Development lay in the teachers the grounds to go through the cycles of action research easily; vi) personal theories are idiosyncratic and they are hierarchically and thematically organised; vii) teachers go through a change process within which they elaborate and/or clarify their existing constructs in light of the new experiences they are involved in; viii) teachers' content of personal theories change only a small degree with regards to the new meanings they attach to the already existing labels; ix) teachers' structure of personal theories change significantly in light of the new experiences they gain. Key Words; Teacher Development, Problem-Solving Approach to Learning, Action Research, Change, Repertory Grid Technique