Building a Constructivist Practice: A Longitudinal Study of Beginning History Teachers

Autor/in	Martell, Christopher C.
Titel	Building a Constructivist Practice: A Longitudinal Study of Beginning History Teachers
Quelle	In: Teacher Educator, 49 (2014) 2, S.97-115 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2014.888252
Schlagwörter	Constructivism (Learning); Teaching Methods; History Instruction; Longitudinal Studies; Case Studies; Secondary School Teachers; Teacher Education; Teacher Attitudes; Preservice Teachers; Qualitative Research; Interviews; Observation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Qualitative Forschung; 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 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. Furthermore, the teachers expressed that a lack of practical tools hindered their ability to better and more frequently use constructivist-oriented practices in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10