Constructivism as a framework for literacy teacher education courses: The cases of six literacy teacher educators

Abstract

This paper presents findings from the large-scale study Literacy Teacher Educators: Their Backgrounds, Visions, and Practices that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist approach are presented. The six LTEs speak English as their mother tongue. Three aspects of constructivism are discussed: knowledge is constructed by learners; knowledge is experience based; and a strong class community is essential. They have adopted a constructivist approach because they conceptualised the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however, it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise.

Reference

Kosnik, C., Menna, L., Dharamshi, P., & Beck, C. (2018). Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators. European Journal of Teacher Education, 41(1), 105–119. https://doi.org/10.1080/02619768.2017.1372742

Journal

European Journal of Teacher Education

Analysis

Is this article part of a larger project or series of studies?

yes

Does this study draw on a large, preexisting data set?

Research Approach

Grounded theory
Qualitiative

Geographic Setting

Australia
Canada
England
United States

Institutional Context

University based

Certification Level

Elementary
Secondary

Programatic Focus

not stated

Research Location Context

Literacy methods course

Preservice Participants

None

Preservice Sample Size

Other Participant Data

Literacy Teacher Educators (LTE)

Duration of Data Collection

3 separate interviews

Data Sources

Interviews

Data Analysis Tools

coding (open to axial to selective

Researcher Positionality

not stated

Research Questions

Why do some LTEs use constructivism as the framework for their literacy courses?
Is this research question explicit from the manuscript? Yes

How do LTEs actualize a constructivist approach to literacy teacher education?
Is this research question explicit from the manuscript? Yes