Modeling Constructivism in a Teacher Education Program

• In Event: Roundtable Session 55
  In Roundtable Session: Rethinking Program Design to Achieve the Diverse Aims of Teacher Preparation

Abstract

We are conducting a study of 28 teacher educators from the U.S., Canada, England, and Australia. In this paper we focused on how a sub-group of six participants embody constructivist pedagogy in their pre-service teaching. On the basis of the research we concluded that key strategies to this end include: (i) Courses must effectively be a dialogue, with a great deal of “air time” for student teachers to express their views. (ii) There must be a strong theory-practice connection, so student teachers can understand the theory and critique it. (iii) A genuine community must be established. (iv) The learning experience must be individualized in a number of ways, again so student teachers can construct their distinctive pedagogical approach.

Authors

• Clive M. Beck, OISE/University of Toronto

• Clare Kosnik, University of Toronto/OISE

• Yiola Cleovoulou, University of Toronto - OISE

• Judy A. Caulfield, Ontario Institute for Studies in Education/ University of Toronto

• Mira Gambhir, University of Toronto

• Lydia Menna, OISE/University of Toronto

• Monica Eileen McGlynn-Stewart, George Brown College

• Tiffany MacKay, Peel District School Board