ERIC Number: EJ1024361
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 53
Building a Constructivist Practice: A Longitudinal Study of Beginning History Teachers
Martell, Christopher C.
Teacher Educator, v49 n2 p97-115 2014
This longitudinal interpretative case study examined the constructivist beliefs and related practices of four secondary history teachers from their teacher preparation through their first year in the classroom. The results of this study showed that issues of classroom control were major barriers for the implementation of constructivist-oriented practices. However, contrary to some previous studies, learning to teach in transmission-oriented contexts did not result in the diminishing of the teachers' constructivist beliefs and in some ways affirmed their constructivist beliefs. Furthermore, the teachers expressed that a lack of practical tools hindered their ability to better and more frequently use constructivist-oriented practices in their classrooms.
Descriptors: Constructivism (Learning), Teaching Methods, History Instruction, Longitudinal Studies, Case Studies, Secondary School Teachers, Teacher Education, Teacher Attitudes, Preservice Teachers, Qualitative Research, Interviews, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A