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ERIC Number: ED465743
Record Type: Non-Journal
Publication Date: 2002-Apr-1
Pages: 41
Abstractor: N/A
Reference Count: N/A
Constructivist High School Teachers in a Metropolitan School District: Three Case Studies.
Seguine, Denise
This multiple-case study describes how three constructivist high school teachers attained their knowledge and skills and how the knowledge and skills translate into classroom applications in the high school setting. Ongoing interviews and observations were conducted over 1 year with selected participants, and documents provided by each constructivist teacher were reviewed. Data were analyzed and compared using constant comparative and content analysis procedures. Results indicated that constructivist teachers believed they were born with a propensity toward teaching. Crystallizing events formed the foundation of their personal learning theories, which they described clearly in metaphoric language. Their classroom practices evolved over time to become more congruent with their belief systems and reflected core constructivist tenets. Constructivist teachers fostered strong relationships with their students and taught beyond the prescribed curriculum to ensure meaningful student learning. These constructivist teachers enacted their practice with or without administrative support and desired professional development that addressed their needs and promoted an active environment. They were outliers among their high school colleagues, and they embraced teaching as a lifetime passion. (Contains 55 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A