Developing Constructivist Practices through an Alternative Route to Licensure Program for STEM Teacher Candidates

Autor/inn/en	Gutierrez, Kristie S.; Beck, Jori S.; Lunsmann, Christina J.
Titel	Developing Constructivist Practices through an Alternative Route to Licensure Program for STEM Teacher Candidates
Quelle	In: Educational Forum, 87 (2023) 2, S.64-80 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gutierrez, Kristie S.) ORCID (Beck, Jori S.) ORCID (Lunsmann, Christina J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2022.2146243
Schlagwörter	Constructivism (Learning); Alternative Teacher Certification; STEM Education; Summer Programs; Middle School Students; Practicums; Student Teachers; Student Attitudes; Student Centered Learning + Suchen Sie Ihr Suchwort? STEM; Sommerkurs; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Practicum; Praktikum; Praktika; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	In this component mixed methods study, we analyzed two STEM teacher candidates' constructivist practices during their alternative route to licensure summer teacher education program. The findings suggest that the STEM teacher candidates incorporated all six components of constructivism in their instruction, although each candidate focused on different components more frequently than others. Additionally, the participating middle grades students showed significant changes in their perceptions of constructivist teaching methods over the course of the summer program. The concepts covered during the summer program occasionally caused discontentment, confusion, or conflict with students' prior knowledge. By the end of the summer, middle school students reported a lack of personal voice, and they did not feel as if they were given as many opportunities to share their individual experiences with others as they had been provided initially. We discuss implications for practice based on these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01