English: This article argues that Kelly’s repertory grid technique allows prospective teachers
and their trainers to gain critical-reflective depth when they respond to statistically
computed relationships between the poles of pairs of constructs in their group and
personal grids. Using ten classroom-specific scenarios as elements, the teachertrainer
elicited approximately 800 constructs from a cohort of prospective teachers
in the first stage of this awareness-raising project. From these, 12 constructs
were selected to include in a repertory ratings grid. Tentative hypotheses about
the meaning making within the group and for each individual were formulated.
These hypotheses were ten-tative trainer-formulated accounts which could only
be accepted or rejected by the participating cohort of teachers in “dialogically
accomplished” task-response se-quences based on relational subjectivity. Writing
tasks were formulated requiring the teachers to validate or reject these tentative
hypotheses. These responses were logged and used as evidence of critical-reflective
analyses directed at meaning making.