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ERIC Number: EJ1161837
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0261-9768
Constructivism as a Framework for Literacy Teacher Education Courses: The Cases of Six Literacy Teacher Educators
Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive
European Journal of Teacher Education, v41 n1 p105-119 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United Kingdom (England); Australia; United States
Grant or Contract Numbers: N/A