Abstract
ABSTRACT As a teacher educator, I became concerned that my practice did not reflect my constructivist perspective. This realization disrupted my belief about my teaching efficacy. I understood that teacher education is often criticized for not sufficiently preparing teachers. Was I part of the problem? As a result, I initiated this study to examine my practice to identify how I might align my beliefs and practice. Using a self-study approach, I analyzed my teaching practices in a high school science classroom and during a science teacher education course. Brooks and Brooks’ guiding principles of constructivism provided the lens, and qualitative coding mechanics provided the basis for analysis. Finally, using a modified Theory of Planned Behavior, the findings revealed that I struggled to initiate meaningful constructivist-oriented activities in a high school setting. In a subsequent teacher education course, I exhibited a deeper understanding and application of constructivist-oriented pedagogies. The results lead to recommendations for my continual development, for other teacher educators who discover that they are also living as a contradiction, and for graduate schools who prepare teacher educators.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
