Search results for: Karp Grace Goc

The purpose of this study was to explore the extent to which the constructivist pedagogies employed by teacher educators assisted preservice teachers (PSTs) in their understanding and construction of knowledge about instructional alignment. The findings revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Furthermore, the results showed that through peer interaction in the form of discussion with critical friends, probing and challenging one another’s insights and interpretations, group problem solving and sharing of outcomes through various pedagogical strategies.