Preservice Teachers' Perspectives on Constructivist Teaching and Learning [microform] / Indranie Dharmadasa.
This study investigated how preservice teachers perceived constructivist teaching and how they perceived students' learning. The study sample consisted of 32 predominantly African- American preservice teachers enrolled in an early childhood program. Data were collected via a written assignment...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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MARC
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| 100 | 1 | |a Dharmadasa, Indranie. | |
| 245 | 1 | 0 | |a Preservice Teachers' Perspectives on Constructivist Teaching and Learning |h [microform] / |c Indranie Dharmadasa. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 17 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Bowling Green, KY, November 15-17, 2000). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED447138. | ||
| 520 | |a This study investigated how preservice teachers perceived constructivist teaching and how they perceived students' learning. The study sample consisted of 32 predominantly African- American preservice teachers enrolled in an early childhood program. Data were collected via a written assignment that asked them to describe their ideas about constructivist teaching and students' learning. Data analysis indicated that student teachers identified 14 major themes which could be categorized into four patterns. Eight of the themes related to children's learning in constructivist environments, four of the themes related to constructivist teaching, one theme related to assessment, and one theme related to direct instruction. Overall, preservice teachers were more concerned about aspects of students' learning than aspects of teaching. Most of them appeared to be connecting the theoretical knowledge they gained from coursework in college but not projecting their thinking to actual classroom teaching. Over half of the preservice teachers agreed that children constructed their knowledge through hands-on experience, and they actively engaged themselves in learning tasks and constructed and reconstructed experiences grounded in their prior knowledge. For preservice teachers to handle constructivist teaching with confidence, they must develop appropriate knowledge and skills about practice. (Contains 18 references.) (SM) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Black Students. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 1 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Early Childhood Education. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Student Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Student Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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