Constructivism- Linking Theory with Practice among Pre-Service Teachers at the University of Trinidad and Tobago

Leela Ramsook, Marlene Thomas

Abstract


In this paper, the authors investigated how the Year Two cohort of pre-service teachers in the primary specialization at the University of Trinidad and Tobago linked the theory of constructivism with practice in the implementation of their lessons during practicum. A mixed method approach was adopted and the sample included 108 participants. Data were gathered using multiple methods such as questionnaires, focus group interviews and reflections which facilitated triangulation of data. Findings revealed that most participants are familiar with the tenets of the theory of constructivism. Many pre-service teachers have applied the principles during practicum but others opted to engage in the traditional mode of teaching and learning. Participants’ experiences are demonstrated in the following themes that emanated: ‘active learning’, ‘sharing ideas’, ‘student centred and interactive learning’, ‘engaged in the learning process’ and ‘learning by doing’. It can be concluded that while some pre-service teachers were able to translate theory into practice, many of them found it challenging to change from a traditional frame of reference. 

 


Keywords


Keywords:pre-service teachers, constructivism, theory, practice

Full Text:

PDF

References


References

Chaille, C. (2008). Constructivism across the curriculum in early childhood classrooms big ideas as inspiration. Boston: Pearson Education Inc.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.

Cook, L (2004, April). Co-teaching: principles, practices, and pragmatics. Albuquerque, NM: New Mexico Public Education Department Retrieved 21.5.16 from http://files.eric.ed.gov/fulltext/ED486454.pdf

Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson.

Denzin, N. K., & Lincoln, Y. S. (Eds.) (2011). Handbook of qualitative research. (4th ed.). Thousand Oaks, CA: Sage.

Flores, I. M. (2015, January). Developing pre-service teachers’ self-efficacy through field-based science teaching practice with elementary students. Higher Education Journal, 27, 1-19.

Fosnot, C. T. (Ed.). (1996). Constructivism, perspectives and practice. New York: Teachers College Press.

Friend, M & Cook, L. (2010). Interactions: Collaboration skills for school professionals. (6th ed). Boston: Pearson.

Hackthorn, J., Solomon, E. D., Blankmeyer, K. L., Tennial, R. E. & Garczyn, A.M. (2011). Learning by doing: An empirical study of active teaching techniques. The Journal of Effective Teaching 11 (2) 40-54.

Johnson, D. W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn & Bacon.

Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33 (7) (Oct) 14-26.

Kagan, S. (1994). Cooperative learning. San Clemente: Resources for Teachers. Retrieved 22.5.16 from http://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php

Jones, G.M. & Brader-Araje (2002). The impact of constructivism on education: Language, discourse, and meaning. Journal of American Communication 5 (2).

Kennedy, M. M. (1999). The role of pre-service teacher education. In Darling-Hammond and Sykes, G. Teaching as the Learning Profession: Handbook of Teaching and Policy pp 54-58. San Francisco: Jossey Bass. Retrieved 22.5.16 from https://msu.edu/user/mkennedy/publications/docs/Teacher%20Ed/RoleofTE-LDH/Kennedy99%20Role%20of%20TE.pdf

Lichtman, M. (2006). Qualitative research in education. A user’s guide. Thousand Oaks, CA: Sage.

Miles, M. B., Huberman, M. A. & Saldana, J. (2014). Qualitative data analysis. A methods sourcebook (3rd ed.). Beverly Hills, CA: Sage.

Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10, 93-106.

Piaget, J. (1970). Logic and psychology (translation, W. Mays), NY: Basic Books.

Piaget, J. (1980). Adaptation and intelligence: organic selections and phenocopy. Chicago: University of Chicago Press.

Prawat, R. S. (1992, May). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education 100 (3) 354-391. Retrieved 21.5.16 from https://wahooreading.wikispaces.com/file/view/teachers+and+their+beliefs.pdf

Selley, N. (1999). The Art of Constructivist Teaching in the Primary School. A Guide for Students and Teachers. London: David Fulton Publishers.

Slavin, R. (1990). Cooperative learning: Theory, research and practice. Englewood Cliffs, NJ: Prentice Hall.

Titus, N. E. (2013). A review of literature investigating co-teaching influences in teacher Education Programs. Pennsylvania Teacher Educator 12, 11-23.

Tobias, S & Duffy, T. M. (Eds.) (2009). Constructivist instruction. Success or failure. London: Routledge.

von Glasersfeld, E. (1984). An introduction to radical constructivism. Retrieved 22.5.16 from http://www.univie.ac.at/constructivism/EvG/papers/070.1.pdf

von Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In Fosnot, C. T. (Ed.), Constructivism: Theory, Perspective, and Practice (pp. 3-7). New York: Teachers College Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493