This paper considers the potential for Repertory Grid Triadic Elicitation Technique (RGT) to serve as a pedagogical model enabling learner communities across diverse fields to elicit conceptual structures to sustain future-oriented learning that operationalizes "a meta-reflection view". The authors survey investigations from fields sharing a common challenge: to provide evidence of dimensional change in learner thinking to meet the ever-changing needs of complex post-industrial learning ecosystems. The repertory grid data matrices serve as collective cognitive maps, making explicit some of the tacit knowledge structures which characterize such groups, and support the informal learning community as a purposeful, reflective, non-institutional space for knowledge construction. The authors conclude that Conceptual or Repertory Grid elicitation and analysis, founded in Personal Construct Psychology (PCP), helps to develop stronger theoretical foundations for human socio-cognitive activities, particularly when aided by computers as mindtools, thereby contributing to agile knowledge and emancipatory learning across fields and spaces.
Keywords: Personal construct theory, repertory grid, pedagogy, professional learning communities, online learning.
Cite as: Pidzamecky, U., & vanOostveen, R. (2021). The pedagogical evolution of Repertory Grid Technique for diverse learning communities: A review. Trends in Social Sciences, 3(1), 10-23.