Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop Approach to Teaching Literacy

Autor/in	Porath, Suzanne L.
Titel	Conceptual, Pedagogical, Cultural, and Political Dilemmas of Implementing a Constructivist Workshop Approach to Teaching Literacy
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 7, S.879-891 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1185822
Schlagwörter	Literacy; Teaching Methods; Constructivism (Learning); Workshops; Politics of Education; Cultural Influences; Curriculum Implementation; Grade 3; Teaching Experience; Educational Practices; Barriers; Observation; Transcripts (Written Records); Teacher Collaboration; Reflective Teaching; Case Studies; Epistemology + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Educational policy; Bildungspolitik; Cultural influence; Kultureinfluss; School year 03; 3. Schuljahr; Schuljahr 03; Bildungspraxis; Beobachtung; Lehrerkooperation; Case study; Fallstudie; Case Study; Erkenntnistheorie
Abstract	Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01