Making Meaning of Constructivism: A Longitudinal Study of Beginning History Teachers' Beliefs and Practices

Autor/in	Martell, Christopher C.
Titel	Making Meaning of Constructivism: A Longitudinal Study of Beginning History Teachers' Beliefs and Practices
Quelle	(2012), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Constructivism (Learning); Longitudinal Studies; Beginning Teachers; History Instruction; Secondary School Teachers; Case Studies; Pedagogical Content Knowledge; Teacher Attitudes; Teaching Methods; Educational Practices; Interviews; Observation + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Junior teacher; Junglehrer; History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Interviewing; Interviewtechnik; Beobachtung
Abstract	This longitudinal interpretative case study examined the constructivist beliefs and related practices of four secondary history teachers from their teacher preparation through their first year in the classroom. The results of this study showed that issues of historical content knowledge and classroom control were major barriers for the implementation of constructivist-oriented practices. However, contrary to some previous studies, learning to teach in transmission-oriented contexts did not result in the diminishing of the teachers' constructivist beliefs and in some ways affirmed their constructivist beliefs. Third, the teachers expressed that a lack of practical tools hindered their ability to better and more frequently use constructivist-oriented practices in their classroom. Two appendixes present: (1) Interview Protocols; and (2) Observation Field Notes: Teacher Classroom. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10