The use of fixed role treatment in teaching

Two recently qualified teachers were experiencing difficulty in teaching high school English. They participated in Kelly's (1955) Fixed Role Treatment by first writing professional self-characterisations. These were analysed clinically and then indexed to provide the bases for two alternative scenarios embodying quite different pedagogical constructs. The teachers were encouraged to adopt these roles as fully as possible for five consecutive teaching days. One teacher was reported as more successful and satisfied than the other. Explanations for this include the nature of the classes involved, school assessment, the time of year, and the need for constant consultation with the teacher educator. However, seeking change may be of significance in itself.