Constructivist pedagogy in primary classrooms: Learning from teachers and their classrooms

Dangel, Julie Rainer; Guyton, Edi; McIntyre, Christie

doi:10.1080/1090102040240404

Cited by 13 publications

(8 citation statements)

References 5 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Como seria de esperar, os participantes centrados no aluno não valorizam o objectivo «ler, escrever e contar» ao mesmo nível que valorizam objectivos relativos à expressão da individualidade dos alunos (e. g. auto-estima e autoconfiança). De facto as perspectivas centradas no aluno consideram normalmente a socialização e a afirmação da individualidade como objectivos primordiais da escolarização (Dangel et al, 2004;Good e Brophy, 2000;Marlowe e Page, 2005), o que tem sido denominado como «currículo da felicidade», numa interpretação aparente distorcida do pensamento de Vigotski (García, Alexiu, e Duque, 2010).…”

Section: Objetivos Dos Professores Em Sala De Aulaunclassified

“…Até mesmo o mau comportamento dos alunos e a perturbação da aula são percebidas como oportunidade de encorajar os alunos a descobrir por si próprios a melhor maneira de ultrapassar o mau comportamento e a disrupção (Dangel, Guyton, e McIntyre, 2004;Kotzee, 2010;Marlowe e Page, 2005).…”

Section: Introductionunclassified

“…Student-centered classrooms are characterized by unconditional positive regard for student´s attitudes and respect for their opinions and decisions. Even students' misbehavior and classroom flow disruption are perceived as an opportunity to encourage students to find by themselves the best way to overcome misbehavior and disruption (Dangel, Guyton, & McIntyre, 2004;Kotzee, 2010;Marlowe & Page, 2005).…”

Section: João Lopes and Miguel Santosmentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Lopes¹,

Santos

2012

REV PSICODIDACT

View full text Add to dashboard Cite

Teachers' beliefs and teachers' practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279), explores the relation of teachers' classroom management beliefs to teachers' classroom goals and teachers' practices. A cluster analysis identified three distinct teaching beliefs' profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but some striking differences are also apparent. Classroom reported practices clearly differentiate clusters. Somehow surprisingly almost a quarter of participants are ambivalent/inconsistent. For these teachers the mismatch between teaching beliefs, teaching goals and classroom practices seems to elicit some puzzling behaviors (e. g. "humiliating students in classroom that show inappropriate behaviors") that deserve further research. Keywords:Teachers' beliefs, instruction, classroom management, classroom disruption, teaching styles. ResumoAs crenças e práticas dos professores tendem a ser congruentes. Contudo, existem excepções significativas. Este estudo, realizado com professores do ensino primário, explora a relação entre crenças dos professores acerca da gestão de sala de aula e objectivos e práticas dos professores em sala de aula. Uma análise de clusters permitiu-nos identificar três perfis distintos de ensino: centrado no professor, centrado no aluno e ambivalente/inconsistente. Verifica-se alguma sobreposição nos objectivos de ensino mais valorizados por cada um dos grupos mas existem igualmente diferenças marcantes, sendo surpreendente que quase um quarto dos participantes seja ambivalente/inconsistente. Este desencontro entre crenças de ensino, objectivos de ensino e práticas de sala de aula parece elicitar alguns comportamentos perturbantes nos nossos participantes (e. g. «humilhar os alunos que se comportam mal na sala de aula») que merecem ser mais extensivamente investigados. Palavras-chave:Crenças dos professores, instrução, gestão de sala de aula, perturbação da aula, estilos de ensino.

show abstract

Section: Objetivos Dos Professores Em Sala De Aulaunclassified

Section: Introductionunclassified

Section: João Lopes and Miguel Santosmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Lopes¹,

Santos

2012

REV PSICODIDACT

View full text Add to dashboard Cite

show abstract

“…Reflecting on Rasmussen's thinking, and on the findings of Dangel et al (2004), constructivism can be considered an important philosophical tenet of co-creating drama. We see this in how the students co-creating drama 'co-construct' understanding through active and social learning encounters, and how the teacher encourages peer interaction so they may engage in purposeful talk.…”

Section: Constructivismmentioning

confidence: 99%

“…This notion pushes the students to support their own thinking and take responsibility for their ideas and actions, and it fosters the respect of others. Dangel et al (2004) influence of all present and 'interacting' language, materials, environment, bodily acts, cognitive and affective representations" (ibid p533). He goes on to say this interaction of 'drama forms', such as cognitive and physical aspects, as well as the notion of "coplayers", and the "intentional and contextually influenced" experience, may well be why drama is regarded as "exemplary in the type of education that unmistakably builds on constructivist ideas" (ibid p534).…”

Section: Constructivismmentioning

confidence: 99%

The teacher as co-creator of drama: a phenomenological study of the experiences and reflections of Irish primary school teachers

McDonagh

Finneran

2017

Irish Educational Studies

View full text Add to dashboard Cite

This dissertation explores the 'lived' experience of seven primary school teachers co-creating drama in an Irish context. Co-creating drama can best be described as the coming together of teacher and students in a creative enterprise. The experience centres on the notion of the teacher as a co-artist, whereby they enliven qualities of creativity such as a "willingness to play, experiment, be a partner with learners, and to take risks" (Craft 1997, p89). Co-creating is distinguished by the autonomous behaviour of the students and the artistic act of creating something of value to the group. It resonates distinctly within the theoretical frame of constructivism, as well as with more current inquiries of collaborative and creative drama practices.Classroom drama in an Irish context remains largely under-researched. It is argued that the knowledge base for teacher education should come from the teachers' experiences in the classroom, but there has yet to be an in-depth study of teachers' lived experiences of drama education in Ireland. In order to address this, a phenomenological inquiry was conducted into the experiences of teachers cocreating drama, with a view to gaining an in-depth understanding of the experience as perceived by them. Through a series of interventions and interviews, the teachers' experiences and reflections were explored in order to portray the essence of the phenomenon. The analysis of the interviews has led to a multi-faceted understanding of co-creating drama. Three main themes emerged. The teachers discuss the practical implications of navigating the co-creating experience, the importance of teacher commitment, and the outcomes of co-creating drama.

show abstract

Second Grade Students’ Perspectives of Their Classrooms’ Physical Learning Environment: A Multiple Case Study

Nyabando

Evanshen

2021

Early Childhood Educ J

View full text Add to dashboard Cite

Constructivist pedagogy in primary classrooms: Learning from teachers and their classrooms

Cited by 13 publications

References 5 publications

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

The teacher as co-creator of drama: a phenomenological study of the experiences and reflections of Irish primary school teachers

Second Grade Students’ Perspectives of Their Classrooms’ Physical Learning Environment: A Multiple Case Study

Contact Info

Product

Resources

About