The Complicated Zone of Constructivist-Associated Teaching Practices: A Multi-Case Exploration in Primary Classrooms

• In Event: 61.062 - Constructivist Research and Teaching Trends

Abstract

The theory-practice gap is a widely recognized challenge in teacher education and is related to constructivism-based instruction in the classrooms. Also, constructivist approaches have been subjected to multifaceted scholarly critiques, revealing the problematic sides of the predominant stance. This study presents in depth case analyses of five primary school teachers’ instructional activities related to constructivism. Constructivist teaching is understood as an organization of core instructional practices where knowledge creation, student agency, situational learning tasks and problem-orientation are emphasized. The results of deductive video-analysis of the teaching sequences suggest that the accommodation of student agency differentiates the constructivist practices between the teachers. Appearances of the constructivist dimensions are described, helping teachers and researchers to further scrutinize constructivist teaching.

Authors

• Mikko Tiilikainen, University of Turku

• Juuso Karjalainen, University of Turku

• Jukka Husu, University of Turku