‘Experiencing the theory’: Constructivism in a preservice teacher preparation program
Abstract
In two Bachelor of Education courses, students experienced social constructivist principles for teaching Elementary Language Arts. In the first course, they were introduced to the theory upon which curricula, methods, and strategies are based. Implications for instruction were explored through discussion of readings and participation in child-centered activities, later examined from the points of view of the learner and of the theory. In the second course, the seminar group pursued advanced questions about social constructivist theories, methods, and strategies. Students kept informal written responses to readings; shared reactions, ideas, and questions; suggested readings and approaches; and summarized their understanding in final papers. Students evaluated both experiences as being exceptionally useful to their own understanding of instruction. Four pedagogical points are worth consideration. First, despite differences in their undergraduate disciplines, all students demonstrated that they could contribute to their peers’ construction of knowledge or meaning making of the concepts and theories examined. Second, the sequence of the two courses seemed to be important for establishing a base of understanding and inquiry for the seminar group. Third, students used metacognitive analysis of their experiences in order to examine their own learning, to investigate learning in general, and to inquire into the use of this understanding in their teaching. Fourth, students’ excitement, as expressed in their evaluations, suggests that they began to construct a notion of what a teacher can be, of the obligation that a teacher has to continuous professional development, and of the need to inquire about their own practice.
Reference
Noel, K. (2000) ‘Experiencing the Theory': Constructivism in a pre-service teacher preparation program, Teachers and Teaching: Theory and Practice, 6(2), 183-196.
Journal
Teachers and Teaching: Theory and Practice
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- Elementary
- English Language Arts (ELA)
Research Location Context
- Courses related to English language arts
- Language arts methods
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
4
Duration of Data Collection
Data Sources
- End-of-course evaluations
- End-of-semester open-ended written responses
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How do four preservice teachers experience social constructivist principles in an elementary language arts methods course?
Is this research question explicit from the manuscript? No