Search results for: Constructivism (Learning)
Page 1/4 39 items
This longitudinal study investigated four secondary social studies teachers, who identified as being constructivist teachers, during their student teaching practicum through their first year of teaching in the classroom. Specifically, this study focused on the relationship between the teachers’ constructivist-oriented beliefs and their use of related practices in their history classrooms. The findings showed that issues of classroom control were major barriers for the implementation of constructivist-oriented practices. Furthermore, the analysis showed that the participants had a limited development of practical tools. The author argues that although their teacher preparation program exposed them to many different types of instructional techniques and their methods course included the teaching of a model lesson to the class, the participants desired more practical tools as they entered their first year.
Updated: Nov. 06, 2018
Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices
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.
Updated: Nov. 01, 2016
Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?
This study aimed to examine high school teachers’ beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. The authors used Windschitl’s (2002) Constructivist Dilemmas framework as a framework to understand the teachers’ enactments.The authors found that the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused.
Updated: Dec. 14, 2015
Researching the Impact of Teacher Professional Development Programmes Based on Action Research, Constructivism, and Systems Theory
This article examines the topic of professional development programmes’ impact. Concepts and ideas of action research, constructivism, and systems theory are used as a theoretical framework. These concepts are combined to describe and analyse an exemplary professional development programme in Austria.
Updated: Sep. 24, 2015
This study examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. This narrative inquiry has revealed how an idealistic beginning teacher, enamoured with a constructivist pedagogy and eager to teach and inspire, was engulfed by a neoliberal school culture and taught in a way antithetical to what she had believed. The authors conclude that this story illustrates how neoliberal thinking and practice have impacted the lived experiences of an ordinary beginning teacher and helps to illuminate potential causes of tension and conflict that novice teachers in Singapore are likely to encounter in their induction into the profession and their adoption of alternative pedagogies to teach against the grain of educational neoliberalism that has taken a stranglehold on Singapore’s school system.
Updated: Aug. 02, 2015
This article focuses on the knowledge–competencies nexus in the context of ‘twenty-first century learning’. It raises several questions: Does the interest in competencies devalue or undermine knowledge? Does a social constructivist paradigm necessarily dismantle disciplinary knowledge? What is the relationship between knowledge and improving the life chances for the marginalised? Against a critical background discussion of ‘twenty-first century learning’, these questions are addressed by considering and synthesising three perspectives on knowledge in relation to their particular critique of education, what they say about knowledge, and the bearing this interpretation has on how they view pedagogy and curriculum.
Updated: May. 10, 2015
This paper reports on a critical constructivist study of racial identity and performance among 13 Black, traditional-age students enrolled at three different colleges, two historically Black and one predominantly White. The findings highlight (1) the role of internal community pressure, (2) the ways in which racial performance dominated the students’ discussions of their racial identities, and (3) the intersection of internalized racism and sexism.
Updated: Apr. 30, 2015
How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Updated: Mar. 02, 2015
Impact on Student Teachers' Conception of Learning and Teaching from Studying a Course in Educational Psychology
This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. It was found that there was an increase in the share of students that see learning and teaching from a cognitive-constructivist perspective.Furthermore, the findings revealed a decrease in the share that see learning and teaching from a behaviourist perspective by the end of the course.
Updated: Sep. 16, 2013
This article provides a case study of a student teacher (ST) whose beliefs about social constructivist pedagogy were reinforced by the competing views of teaching and mentoring that collided during her student teaching. This student teacher was assigned to work with two veteran CTs in English. The authors highlight the significant impact of the cooperating teacher’s approach to mentoring on a student teacher’s developing practice. The authors argue that this case study highlights the influence of mentoring on STs’ pedagogy.
Updated: Jul. 02, 2013