Constructivism as a Framework for Literacy Teacher Education Courses: The Cases of Six Literacy Teacher Educators

Autor/inn/en	Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive
Titel	Constructivism as a Framework for Literacy Teacher Education Courses: The Cases of Six Literacy Teacher Educators
Quelle	In: European Journal of Teacher Education, 41 (2018) 1, S.105-119 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1372742
Schlagwörter	Teacher Education; Literacy Education; Constructivism (Learning); Teaching Methods; Learning Processes; Guidelines; Teacher Educators; Course Descriptions; Preservice Teachers; Teacher Attitudes; Interviews; Qualitative Research; College Faculty; Teacher Characteristics; Prior Learning; Theory Practice Relationship; Foreign Countries; Communities of Practice; Canada; United Kingdom (England); Australia; United States + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Richtlinien; Teacher education; Education; Kursstrukturplan; Lehrerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Fakultät; Vorkenntnisse; Theorie-Praxis-Beziehung; Ausland; Community; Kanada; Australien; USA
Abstract	This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist approach are presented. The six LTEs speak English as their mother tongue. Three aspects of constructivism are discussed: knowledge is constructed by learners; knowledge is experience based; and a strong class community is essential. They have adopted a constructivist approach because they conceptualised the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however, it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01