Literaturnachweis - Detailanzeige
| Autor/in | Windschitl, Mark |
|---|---|
| Titel | Framing constructivism in practice as the negotiation of dilemmas. An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. |
| Quelle | In: Review of educational research, 72 (2002) 2, S. 131-175Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 170; Tabellen 2 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0034-6543 |
| Schlagwörter | Wissen; Lehrer; Lehren; Unterrichtsmethode; Unterrichtstheorie; Unterricht; Konstruktivismus; Forschungsstand; Literaturbericht |
| Abstract | Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, "constructivism in practice" is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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