Social Constructivism: Developing Preservice Teachers' Praxis Through Peer Groups

• In Event: 61.062 - Constructivist Research and Teaching Trends

Abstract

This qualitative study involving 40 pre-service teacher candidates in rural elementary schools examined the ways in which participation in peer groups as part of a field-based practicum experience supported the development of their praxis. Through social engagement with one another, teacher candidates were provided the opportunity to discuss lesson planning, delivery of instruction, assessment, and a variety of classroom experiences across content area. According to Vygotsky (1978), what children are able to do with support from others is more revealing than what they can accomplish individually; through the lens of social constructivism, peer groups provide support to teacher candidates to allow them to achieve more in terms of reflection and critical thinking than they may otherwise achieve on their own.

Authors

• Carolyn Stufft, Berry College

• Robin D Johnson, Stephen F. Austin State University