Preservice Teachers' Conceptual Understandings and Reasoning for Pedagogical Decisions

• In Event: Constructivism: Teacher Education and Characteristics

Abstract

The theoretical basis of this research is grounded in the reality that students, classrooms and schools have diverse educational needs and interests. Therefore, if teachers are expected to make curriculum, instruction and assessment decisions they must develop their conceptual understandings and reasoning for pedagogy within varied educational contexts. Teachers can make decisions that are most appropriate for a particular learning context through a reflective analysis process. The basis of this premise is supported by an ongoing study investigating the reflective insights preservice teachers construct during field-based experiences about their curriculum, instruction, and assessment decisions. The findings of this study are grounded by the principles of a constructivist learning theory in which meaning is constructed through the reflective analysis of experiences.

Authors

• Edward Jadallah, California State University - Monterey Bay

• Amanda Jane Darden, Coastal Carolina University