An Internet Journal devoted to the Psychology of Personal Constructs

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Vol. 17




Ann-Louise Davidson *, Nadia Naffi *, Carole Raby **

* Concordia University, Montreal, Canada,
** Université du Québec à Montréal, Canada



Over the past three years, we have been developing learning communities (LCs) with teachers and other school personnel. The objective of these LCs is to improve school success and student perseverance. We took a grassroots perspective to develop a pedagogical leaders LC with the purpose of generating specific LCs between schools. This involved determining priorities, identifying strengths, interests and ambitions collectively. The process generated a significant amount of tensions, especially when participants had opposite visions and perspectives. This paper describes the emergence of conflict and discusses how we used Personal Construct Psychology (PCP) to allow the constructs that underlie these tensions to emerge and turn them into engines of development for LCs.
Keywords: Repertory grid test, PCP, learning communities, principals, teachers, school personnel, group work, conflict


About the authors

Ann-Louise Davidson is an Associate Professor in the Educational Technology Program in the Department of Education at Concordia University. Prior to joining Concordia University, Dr. Davidson served as postdoctoral fellow at Carleton University and she taught in public and private elementary and secondary schools. She holds her degrees from the University of Ottawa. Dr. Davidson’s research revolves around developing learning communities with school personnel, using innovative pedagogies, such as problem-based learning, to improve student learning, and maker culture in a perspective of social innovation. She has expertise in collaborative action-research and in using techniques for inquiring into action, developing consensus, moving forward with practices and evaluating impact.

Contact: ann-louise.davidson@concordia.ca

Nadia Naffi is a PhD candidate in education (with a focus on educational technology) at Concordia University in Montreal. Her research focuses on how youth construe inclusive and exclusive interactions in online transnational environments in regards to the Syrian refugees’ crisis and on how this construal explains their offline inclusive or exclusive processes. She is also a part-time teaching faculty at University of Ontario Institute of Technology (UOIT), a performance consultant, an instructional designer and a consultant in the development of online courses, with over twenty years of experience working in educational settings. She specializes in the design of synchronous and asynchronous training and interactive learning in a problem-based learning approach.

Contact: nadianaffi@gmail.com

Dr. Carole Raby is a full professor in general didactics in the Département de didactique at Université du Québec à Montréals.She is a member of the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE). Her research interests are focused on the pedagogical integration of technologies, as well as teachers’ professional development. She has been conducting a number of action-research projects with different school boards on integration of technology, namely the collaborative use of interactive whiteboard by young children. She is also interested in the potential and evolution of learning communities as a mean to foster professional development in schools.

Contact: raby.carole@uquam.ca


Davidson, A.-L., Naffi, N., Raby, C.
(2017). A PCP approach to conflict resolution in learning communities.
Personal Construct Theory & Practice, 14, 61-72, 2017

(Retrieved from http://www.pcp-net.org/journal/pctp17/davidson17.pdf)


ISSN 1613-5091

Last update: 27 July 2017