Abstract
The process of teaching and learning lies at the very heart of education. The more one knows about this process, the better one will be able to influence its growth and direction. The attempt to better understand the teaching and learning process has traditionally been dominated by behaviorist and positivist research paradigms. It is possible to augment advances previously made by examining how those who are principally and directly involved in the process of teaching and learning—that is, teachers and students—think as well as behave. Autobiography and repertory grid, it is argued, are two methods ideally suited to the purpose of elucidating the perspectives of teachers and students.
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