A Constructivist Approach to Developing Teacher Candidates’ Dispositions and Knowledge of Elementary Content and Pedagogy

• In Event: A Continuum of Constructivism: From Childhood to Candidacy

Abstract

Purpose
We developed a model teaching classroom for Elementary Education MAT (EEMAT) initial certification TCs grounded in constructivist learning theory motivated by three key issues:
1. The current elementary educational climate is hyper-standardized and overly focused on assessment at the expense of authentic, engaging learning (Author, 2021; Bassok et al., 2016; Pyle et al., 2018; Repko-Erwin, 2017);
2. The students who often end up losing out on play-/inquiry-based learning opportunities are children of color, children in low-income or poor households, and children who live in urban areas (Author et al., 2019; Barros et al., 2009); and
3. Elementary teachers face efficacy and capacity challenges implementing quality play-/inquiry-based instruction (e.g., Hammack & Ivey, 2017; Sandholtz & Ringstaff, 2011).

Perspectives
Most higher education classrooms are empty boxes and rarely model the type of environment that can support TCs’ mental models of play-/inquiry-based pedagogy, and without having experienced this type of learning environment themselves, TCs face enormous challenges trying to (re)create these learning spaces in schools. Piaget’s constructivist developmental theory (1963), as it informs developmental teacher preparation, posits that teacher candidates construct understanding gradually through their own activity within and across various domains (Ammon & Levin, 1993). We hypothesize that exposure to and practice with this type of learning environment and pedagogical approach will improve TCs’ abilities to plan for instruction and assess learning in elementary using constructivist approaches over simply being taught these concepts in a traditional higher education classroom.

Methods
We are using an exploratory sequential mixed methods approach to develop a refined instrument to test and measure the hypothesis (Creswell & Plano Clark, 2018). There is a lack of data on how using model classrooms (MCs) might impact teacher efficacy using a play-/inquiry-based based approach. We must explore to better conceptually understand how to approach the quantitative phase of the project (Mihas, 2019).

Evidence
The initial exploratory qualitative phase involved observations of TCs’ interactions within the space, analysis of class-based learning artifacts, and interviews/focus groups. Qualitative analysis allows us to discern emerging themes which then enable us to construct and validate measures with appropriate variables, scales, and items (qual-->QUANT; Mihas, 2019).

Results
Currently, we have gathered initial qualitative data from multiple semesters of MC use, and we are actively engaging in inductive thematic analysis to develop quantitative tools for data collection.

Significance of the Work
We anticipate that EEMAT TCs who learn in the MC space will demonstrate increased understanding of constructivist theory, child development, and how to engage in play-/inquiry-based teaching and learning (Issue 2). We anticipate, because our student population is more diverse than the overall elementary teaching population, this project will positively influence our EEMAT TCs’ self-efficacy (Issue 2). Studying our EEMAT graduates in the field, we anticipate finding an increase in their use of play-/inquiry-based constructivist approaches over their more traditionally prepared counterparts (Issue 2). Finally, we anticipate our graduates’ students will demonstrate an increase in positive outcomes as measured by various district metrics (Issue 1).

Authors

• Annemarie B. Kaczmarczyk, Mercer University

• Lucy Bush, Mercer University