How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation

Abstract

ABSTRACT Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cognitive, behavioral, and academic outcomes. Yet, novice teachers struggle to grasp constructivist teaching practices and tend to emphasize teacher-directed activities. The present study investigated whether the opportunity to learn and apply constructivist teaching approaches in an elementary school setting would affect education students’ understanding of constructivism and children’s self-regulation. Eight education students participated in a 4-week summer undergraduate class in a public-school setting. Students’ understanding of constructivist principles was assessed through a 30-statement questionnaire. Kindergarten classrooms were randomly assigned to either the Project Construct classroom where Education students participated in or the control classroom. Children’s self-regulation skills were assessed through the Head Toes Knees and Shoulders (HTKS) Task before and after the 4-week class. Results revealed that Education students’ knowledge of principles of constructivism grew significantly from the beginning to the end of this semester. Children’s performance on the HTKS grew significantly in the Project Construct and control classrooms, although there were no significant differences between the Project Construct and control classroom. These findings have implications for teacher education and how constructivist pedagogy can affect child self-regulation.