Promoting Progressive Approaches in Teacher Education: Advocating Constructive and Critical Pedagogy Models

• In Event: 31.059 - Preparing Educators for Constructivist Learning Environments

Abstract

This study explores the voices of graduate teacher education candidates as they worked to understand the rich complexities of teaching and learning. Candidates blogged in response to readings designed to promote constructivist and critical pedagogy perspectives inclusive of social justice approaches. The blogs and candidate responses to surveys were analyzed for themes as candidates grappled with their perceptions of “what teaching is” and “how learning looks” in current classroom practice. Results indicate that a curriculum focused on constructivism and critical pedagogy allowed candidates to exam deeply engrained notions of teacher-directed paradigms aligned with maintaining a cultural status quo. Candidates openly positioned themselves along a continuum in response to these issues as follows: rejection, awareness, commitment, and obligation.

Author

• Donna Wake, University of Central Arkansas