Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop Approach to Teaching Literacy

• In Event: Trends in Constructivist Pedagogy

Abstract

As a method, the literacy workshop approach has particular components which can be copied and instituted. Yet, a well-run workshop can still be very teacher directed (Mulcahy, 2010) and not change the dynamics of traditional education. However, as an epistemology, the workshop approach can challenge the traditional paradigm and transform to a constructivist approach of student-focused knowledge creation and learning through active engagement in authentic reading and writing. The purpose of this study was to document and understand the experiences of two 3rd grade teachers as they implemented a workshop approach to teaching literacy in their classrooms. Windschitl (2002) provides four frames to describe the dilemmas teachers negotiated when implementing constructivist instruction including conceptual, pedagogical, cultural and political dilemmas.

Author

• Suzanne L. Porath, Edgewood College & Concordia University