Constructivism as a Framework for Literacy Teacher Education Courses: Case Studies of Five Literacy Teacher Educators

• In Event: 41.052 - Constructivist Theory, Research and Practice SIG: Focus on Preservice and Classroom Practices

Abstract

This proposal presents findings from the large-scale study Literacy Teacher Educators: Their Backgrounds, Visions, and Practices which includes 28 literacy/English teacher educators (LTEs) from four countries. Five LTEs who use a constructivist approach are presented. Three aspects of their constructivism are discussed: knowledge is experience based; knowledge is constructed by learners; and a strong class community is essential. They have adopted a constructivist approach because they conceptualized the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise.

Authors

• Clare Kosnik, University of Toronto/OISE

• Pooja Dharamshi, Simon Fraser University

• Lydia Menna, University of Alberta

• Cathy Marie Miyata, University of Toronto