Growing Deeper Thinking: What Makes Teachers Enact Constructivist Practices?

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Teacher Education, Professional Development, and Instructional Practices (Table 8)

Abstract

For decades, educators have called for “a fundamental redesign of the industrial-age classroom” (Senge, et al., 2012). However, the majority of teachers still use the industrial model of education while too few teachers implement deeper teaching practices which situate students as people who take active part in addressing complex challenges rather than being passive recipients of knowledge. Through the qualitative method of educational criticism and connoisseurship, this study will illuminate the inner self of those who practice deeper teaching. This study aims to discover what drives these teachers to engage in schooling that moves beyond the industrial model.

Author

• Kerstin Lajla Rowe, University of Denver