Constructivist Pedagogy and Embodied Praxis: Affirming Early Childhood Teacher Development and Professional Development Schools

• In Event: 25.086 - Sheraton Roundtable Session One - Grand Centre
  In Roundtable Session: 25.086-9 - Research to Improve Practices in Professional Development Schools

Abstract

AERA emphasizes the importance of empirical research and knowledge to ensure the quality and rigor of teacher development, teacher practice and to ensure a caring, supportive and challenging education. With IRB approval and grounded theory analysis, this paper offers the story of early childhood teacher development in the context of a professional development school. Fifty-five in-depth interviews conducted over several months serve as the primary data source. Initial findings revealed three key theoretical descriptors of the processes aligned to constructivist teacher development. Embedded within these descriptors were themes related to clinical practice, teacher candidate engagement, and embodied praxis. This paper will provide an explanation of constructivist teacher development programming, teacher candidate understandings, and considers the importance of professional advocacy.

Authors

• Angela Lewis, Colorado State University - Fort Collins

• Cerissa Ann Stevenson, Colorado State University

• Jody Drager, Colorado State University

• Jenn Castor, Colorado State University