Constructivist Practices in Teacher Education

Theory, Methods, and Challenges
1. Auflage 2026
ISBN: 978-1-041-03383-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 254 Seiten, Format (B × H): 178 mm x 252 mm, Gewicht: 496 g

This book brings together leading scholars and practitioners to explore how constructivist learning theories can meaningfully guide teacher preparation for today’s dynamic and diverse classrooms. It examines the theoretical implications of the constructivist theory, shares practical examples of educators fostering constructivist principles through their practices, and discusses challenges they face in embracing such practices.

Chapters are organized into three parts: Theoretical Foundations, Constructivism in Action, and Beyond the Classroom. Each part provides frameworks, ideas, and strategies for designing transformative learning experiences. From relational teaching and reflective practice to community engagement and hybrid learning, contributors illuminate how constructivism fosters agency, connection, and authentic understanding.

Ideal for teacher educators, graduate students, curriculum leaders, and professional development providers, this book bridges theory and practice to provide affirming examples of constructivism at work in teacher education. It confers valuable insights into how constructivist theories are shaping teacher education and invites all who prepare teachers to cultivate classrooms where curiosity, reflection, and love of learning thrive.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Ethridge, Elizabeth A.

Beisly, Amber H.

Raymond, Kate

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Part 1: Theoretical Foundations  1. Cultivating Constructivist Pedagogies: Challenges and Opportunities for Teacher Educators 2. Developing as Constructivist Teacher Educators: A Process, Not an Endpoint 3. Disrupting the Theory to Practice Divide: Constructivist Learning for Future Early Educators 4. Constructivism's Roots in a Universal Design for Learning Teacher Education Program: Integrating SEL and AI  Part 2: Constructivism in Action  5. Blueprints, Building Blocks, and Training Wheels: Constructivist Tools for Teacher Educators 6. Constructing Classroom Community: The Roles of Professional Learning Communities, Choice, and Reflective Practices 7. A Social Constructivist Protocol for Student Work Analysis 8. Safety, Interest, and Agency in the Teacher Education Classroom 9. The Play-Creativity Connection: Constructive Play Provocations for Early Childhood 10. Facilitating Learner Interactions: Using Constructivist Practices in Remote Synchronous Teacher Education Programs 11. Leveraging Field Experience with Content Courses to Create Constructivist Experiences in Early Childhood Teacher Education  Part 3: Beyond the Classroom  12. Constructing Knowledge Through Collaborative Learning: Utilizing Communities of Practice to Support the Development of Pre-service Teachers 13. From Campus to Classroom: Teacher Candidates Bringing Community-Based Learning Theory to Life 14. Preservice Teachers' Constructivist Learning Experiences in a University-Based Mathematics Clinic for Rural Students 15. Leaning On Each Other To Create an Interdisciplinary Approach: Integrating Literacy, Bilingual Education, and STEM Practices 16. Setting Intentions: Big Ideas in Constructivist Curriculum

Über Autor(innen)

Elizabeth A. Ethridge is an associate professor in Early Childhood Education at the University of Oklahoma, USA.

Amber H. Beisly is an assistant professor in Early Childhood Education at the University of Oklahoma, USA.

Kate Raymond is an associate professor in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma, USA.