The use of Constructivists’ Approach in Teacher Preparation; A case of Primary Teachers Colleges of South Eastern Uganda
DOI:
https://doi.org/10.47672/ajep.705Keywords:
Authenticity, constructivists’, phronesis, reflective practice, teacher preparationAbstract
Purpose: The purpose of this study was to explore the implementation of constructivists’ principles in teacher preparation in colleges and to establish whether the constructivist approaches were being used to teach students.
Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists informed teaching. It involved 3 PTCs and 15 participants who were purposively sampled. The methodology for this study was qualitative with a phenomenological research design where data was gathered using in-depth multiple interviews and observation. The data collection and analysis followed Moustakas (1994) procedure.
Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice.
Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge about ways in which constructivists’ informed teaching supports teaching effectiveness and promotes students’ learning amplifying the need for reflective practice in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in PTCs for tutors and students induction on several constructivists’ practices that include reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting.
Downloads
References
Agrawal, M. (2007). Constructivism and pupil evaluation. Journal of Indian Education,
XXX111 (1), 16-27.
Agrawal, M. (2017). Constructivism and Pupil Evaluation, Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 6, Issue-2, May-2017.
Alshenqeeti, H. (2014). Interviewing as a Data Collection Method: A Critical Review, English Linguistics Research 3, 1:2014.
Bakaira, G.G, (2018).Evaluating Assessment Practices applied in Teacher Development for Primary Schools by Primary Teachers’ Colleges, Case Study of Core Primary Teachers’ Colleges in Uganda: African Journal of Education, Science and Technology, April 2018, Vol 5, No. 1
Banerjee, S. (2013). Role of teacher educators/ k-12 educators: preparation & professional development: Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 2, Issue- 1, February 2013.
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist‐teaching method articles. International Journal of Science Education, 31(4), 541-550. doi: 10.1080/09500690701731121
Bjerken, K. S. (2013). Building self-directed teachers: A case study of teachers’ perspectives of the effects of cognitive coaching on professional practices (Doctoral dissertation, Minnesota State University, Mankato).
Bowen and Glenn, A. (2009). Document Analysis as a Qualitative Research Method, Qualitative Research Journal, vol. 9, no. 2, pp. 27-40. DOI 10.3316/QRJ0902027. This is a peer- reviewed article.
Bruner, J. (1960). The Process of education. Cambridge, Mass.: Harvard University Press.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21-32.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bullock, S. M., & Russell, T. (2010). Does teacher education expect too much from field experience?
Cabaroglu, N. (2014). Re-Visiting the Theory and Practice Gap through the Lens of Student Teacher Dilemmas. Australian Journal of Teacher Education, 39(2). Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss2/10.
Cakir, M. (2008). Constructivist approaches to learning in science and their implications
for science pedagogy: A literature review. International Journal of
Environmental Education, 3 (4), 193-206.
Chabra,S., Chetna & Manorama, M.(2013). Constructivism in schools: implications for teacher education programmes: Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 2, Issue- 1, February 2013.
Crawford, K.M. (2016). Developing the whole teacher: A phenomenological case study of student teachers' emotions in one teacher education program (Doctoral dissertation). Not published, Retrieved from http://digitalcommons.georgiasouthern.edu/curr_etd/
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed method approaches (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2014). Qualitative Inquiry & Research Design: Choosing among Five Approaches (4th Ed.). Thousand Oaks, CA: SAGE.
Cronje, J. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences. Educational Technology Research & Development, 54, 387-416.
Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world. What teachers should learn and “Be able to Do”. Jossey-Bass. Indianaphs IN. Darling-
Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.
DeMonte, J. (2013). High-Quality Professional Development for Teachers Supporting Teacher Training to Improve Student Learning, Center for American Progress.
Disu, A, (2017). "A Phenomenological Study on Reflective Teaching Practice". Ed.D. Dissertations. 16. https://commons.cu-portland.edu/edudissertations/16
Dimitris, A, Stassini, F & Kyparissia, P. (2009). A Constructivist Methodology for Teacher Training in Educational Robotics: the TERECoP Course in Greece through Trainees’ Eyes, 2009 Ninth IEEE International Conference on Advanced Learning Technologies.
Dorit, A. (2016), Contemporary constructivist practices in higher education settings and academic motivational factors, Australian Journal of Adult Learning Volume 56, Number 3, November 2016: Kinneret College on the Sea of Galilee, Israel https://files.eric.ed.gov/fulltext/EJ1120641.pdf
Falkenberg, T., Goodnough, K. and MacDonald, R. J. (2014) Views on and practices of integrating theory and practice in teacher education programs in Atlantic Canada. Alberta Journal of Educational Research, 60 (2), 339–360.
Fekede, T. &Gemechis, F. (2016). Practicum Experience in Teacher Education, https://www.researchgate.net/publication/272339615
Gachago, D., Ivala, E., Backhouse, J., Bosman, J.P., Bozalek, V. & Ng’ambi, D. (2013). Towards a Shared Understanding of Emerging Technologies: Experiences in a Collaborative Research Project in South Africa, The African Journal of Information.
Goodwin, A. L. (2015). Teachers of quality for the 21st Century: Transforming teacher education to meet the (unknown) future. Keynote paper presented at the Redesigning Pedagogy International Conference, Singapore.
Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on
lessons from practice. Educational Studies, 45: 39-58.
Gupta, S., (2011). Constructivism As A Paradigm for Teaching and Learning. International Journal of Physical and Social Sciences, Volume 1, Issue 1 (ISSN: 2249-5894) http://www.ijmra.us
Hartle, R. Baviskar,S and Smith, R. (2012). A Field Guide to Constructivism in the College Classroom: Four Essential Criteria and a Guide to their Usage, 38, p. 32..
Hsieh, H & Shannon, S.E. (2005). Three Approaches to Qualitative Content Analysis, Qualitative Health Research 15, 9:1277-1288.
Jha, A.K. (2009). Constructivist Epistemology and Pedagogy: Insight into Teaching learning and Knowing. New Delhi: Atlanic Publishers & Distributors (P) Ltd.
Jordan, A., Carlile, O. & Stack, A,. (2008).Approaches to Learning A Guide For Teachers, McGraw-Hill Education Open University Press, ISBN-13: 978-0-33-522670-2 (pb) 978- 0-33-522671-9 (hb)
Kablan, Z., & Kaya, S. (2014). Pre service Teachers’ Constructivist Teaching Scores Based on Their Learning Styles. Australian Journal of Teacher Education, 39(12). http://dx.doi.org/10.14221/ajte.2014v39n12.5
Kagoda, A. M & Ezati, B. A. (2013). Contribution of Primary Teacher Education Curriculum to Quality Primary Education in Uganda. In Problems of Education in the 21st Century. ISSN 1822-7864 Volume 52, 2013.
Kalpana, T. (2014). A constructivist perspective on teaching and learning: A conceptual framework. International Research Journal of Social Sciences, 3(1), 27-29. Retrieved from http://www.isca.in/IJSS/Archive/v3/i1/6.ISCA-IRJSS-2013- 186.pdf
Kim, J. S. (2005). The effects of a constructivist based teaching approach on student academic achievement, self-concept, and learning strategies. Asia Pacific Education Review, 6(1), 7-19.
Lim, K. M., & Tay, E. G. (2016). Preparing teachers for the 21st century. AsTEN Journal of Teacher Education,1(1), 1-7. Retrieved from http://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/146
Lunenberg, M., Dengerink, J., & Korthagen, F. A. J. (2014). The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators, Rotterdam/Boston/Taipei: Sense Publishers.
Kyomuhendo, F. and Kasule, G.W. (2017) Tutor Competence and Teacher Trainee Academic Performance in Primary Teachers’ Colleges in the Southern Region of Uganda, International Journal of Education and Research, 5(9), 275-284.
Lim, K. M. (2013, September). Teacher education in Singapore. Paper presented at the SEAMEO RIHED Regional Seminar on Teacher Education, National Institute of Education, Singapore
Lin, H., Hong, Z., Yang, K., & Lee, S. (2013). The impact of collaborative reflections on teachers’ inquiry teaching. International Journal of Science Education, 35(18), 3095- 3116. doi:10.1080/09500693.2012.689023.
Lunenberg, M. (2010). Characteristics, scholarship and research of teacher educators. In Peterson, E. Baker & B. McGraw (Eds.), Encyclopedia of education 3rd edition (pp.676-680). Oxford: Academic Press.
Lunenberg, M, Dengerink, J & Korthagen, F. (2014). The profession of teacher educator: Roles, behavior and professional development of teacher educators. Rotterdam: Sense Publishers.
Maani, J., S. (2013). Use of constructivist approaches in the teaching of Christian Religious Education - HIV and AIDS Education Integrated content in Secondary Schools in Kampala Uganda, PhD Thesis in the School of Education of Kenyatta University. Un - published.
Maclellan, E., and R. Soden. 2004. “The Importance of Epistemic Cognition in Student-centered Learning.” Instructional Science 32: 253–268.
Mahoney, M. J.(2004). What is constructivism and why it is growing? Contemporary
Psychology, 49, 360-363.
Maicibi, N. A. (2007). Human Resource Management Success. The tips for HRM theorists and practitioners. Kampala: Makerere University Printery.
http://umispace.umi.ac.ug/bitstream/handle/20.500.12305/417/Paul%20Netalisile %20 Malunda.pdf.
Margo O.S. (2006).The Uganda primary teacher education curriculum review report. Kampala. MoES (2010).Institutionalizing continuous assessment in primary teacher education: Continuous assessment hand book and guidelines for tutors in primary teacher education in Uganda. Kampala. MoES.
Marlowe, B.A., & Page, M.L. (2005). Creating and sustaining the constructivist classroom. Thousand Oaks, CA: Corwin Press..
Mason, M. (2010). Sample Size and Saturation in PhD Studies Using Qualitative Interviews,
Mensah , E., (2015). Exploring Constructivist Perspectives in the College Classroom, University of North Dakota, Grand Forks, USA ,SAGE Open July-September 2015: 1–14, 2015 DOI: 10.1177/2158244015596208 sgo.sagepub.com
Merglera, A., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre‐ service teachers. Teaching Education, 21(2), 199-210. doi:10.1080/10476210902998466 Retrieved from http://www.tandfonline.com/doi/full/10.1080/
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (3rd ed.). San Francisco, CA: John Wiley & Sons.
Mbugua, F.W (2011). Teacher preparation for the 21st century, Proceedings of the ICE, 2011 836.
MOES, (2010). Handbook on Teacher/Instructor/Tutor Education and Training Policies Acts, Policy Guidelines and Regulations, Un- published.
MOES (2014), Teacher issues in Uganda; a shared vision for an effective teachers policy, Teacher Initiative In Sub Saharan Africa, UNESCO.
MOES (2007), The Uganda primary teacher education curricular review; road map for the implementation of the curriculum reforms recommended by the PTE Curricula Review Report, Unpublished.
Morgan, S., Martin, L., Howard, B., & Mihalek, P.(2005). Active learning: hat is it and why should I use it? Developments in Business Simulations and Experiential Learning, 32, 219-223.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.
Moon, J. (2004). A handbook of reflective and experiential learning: Theory and practice. New York, NY: Routledge-Falmer.
Namamba, Adam (2017). Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects, Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.8, 2017.
OECD (2009). Creating Effective Teaching and Learning Environments: The professional development of teachers, First Results from Talis – ISBN 978-92-64-05605-3
Okonye, G. (2007, January 22). Uganda’s examination system needs quick reforms. The New Vision.
Olusegun, S.B. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning: IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p- ISSN: 2320–737X Volume 5, Issue 6 Ver. I (Nov. - Dec. 2015), PP 66-70 www.iosrjournals.org
Padilla- Diaz, M, (2015).Phenomenology in Educational Qualitative Research: Philosophy as Science or Philosophical Science?; International Journal of Educational Excellence (2015) Vol. 1, No. 2, 101-110 ISSN 2373-5929
Palmer, D. (2005), A Motivational View of Constructivist - informed Teaching, International Journal of Science Education Vol. 27, No. 15, 16 December 2005, pp. 1853–1881, University of Newcastle, Australia; ISSN 0950-0693 (print)/ISSN 1464-5289 (online)/05/151853–29 ,DOI 10.1080/09500690500339654
Palmer, P.J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
Pereira, L. and Sithole, B.M. (2019).Towards Constructivist Learning and Teaching in Accounting Education: Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 10(1): 1-9, Scholarlink Research Institute Journals, 2019 (ISSN: 2141- 6990) jeteraps.scholarlinkresearch.com
Pitsoe, V.J. and W.M. Maila (2012). Towards Constructivist; Teacher Professional Development, Journal of Social Sciences 8 (3): 318-324, 2012
Richards, J., & Farrell, T. (2011). Practice teaching: A reflective approach. New York: Cambridge University Press.
Richardson, V.(2003). Constructivist Pedagogy, Article in Teachers College Record • December 2003: https://www.researchgate.net/publication/249400122
Rugyendo, M. (2011).School practice at uganda christian university: The student teachers’ experience, Proceedings of the ICE, 2011; mrugyendo@ucu.ac.ug.
Santoyo, C.J,(2016). "Changes in Teachers' Constructivist Beliefs and Practices from Preservice to Inservice Teaching: A Mixed Methods Approach" (2016). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2731. http://digitalscholarship.unlv.edu/thesesdissertations/27311
Savasci, F., & Berlin, D. F. (2012). Science teacher beliefs and classroom practice
related to constructivism in different school settings. Journal of Science Teacher Education, 23, 65-86. doi 10. 1007/s10972-011-9262-z.
Schunk, D. H. (2008). Learning theories: An educational perspective (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Smith, P. K. (2010). Professional development of teacher educators. In P. Peterson, E. Baker & B.McGraw (Eds.), Encyclopedia of education 3rd edition (pp.676-680). Oxford: Academic Press.
Snoek, M., Swennen, A., & Klink, M. (2010). The Teacher Educator: A Neglected Factor in the Con¬ temporary Debate on Teacher Education. In Hudson, B., Zgaga, P., & Åstrand, B. (Eds.)(2010). Advancing Quality Cultures for Teacher Education in Europe: Tensions and Opportunities.
Swennen A., Jones, K., & Volman M.(2010). ‘Teacher educators: their identities, sub-identities and implications for professional development’, Professional Development in Education Vol. 36, Nos. 1–2, March–June 2010, pp. 131–148.
Taber, K. (2011). Constructivism as educational theory: Contingency in learning optimally guided instruction. ISBN 978- 61324-580- 42011
Taber, K. S. (2010). Paying lip-service to research? The adoption of a constructivist
perspective to inform science teaching in the English curriculum context. The Curriculum Journal, 21 (1), 25-45. DOI: 10.1080/09585170903558299.
Thomas, D & Brown, J.S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change, Create Space Lexington, KY.
Tonya Ross (2016). Making reflective practice visible: Supporting shifts in practice towards personalized learning, University of Victoria.
Vijay, J. (2013).Qualitative research: an overview: Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 2, Issue- 1, February 2013.
Vij, S.(2015). The Construction of knowledge. Teacher Journal, 9(3): 9-11.
Wang, Peizhen,(2016) "Teachers’ Implementation of Constructivist Teaching: Does Career Motivation Make a Difference?" (2016). Theses and Dissertations (All). 1396. http://knowledge.library.iup.edu/etd/1396
Wang Q (2012). Coaching for learning: exploring coaching psychology in enquiry-based learning and development of learning power in secondary education. Procedia Soc. Behav. Sci. 69:177-186.
Woolfolk, A. (2010). Educational Psychology (11th Edition). Needham Heights, Massachusetts. Allyn & Bacon.
Woolfolk, A. (2004). Educational psychology (9th ed.). Singapore: Tearson Education.
Yoon, H.G, Kim, M., Kim, B.S, Joung, Y.J, Park, Y.S. (2013).Pre-service teachers’ views of inquiry teaching and their responses to teacher educators’ feedback on teaching, Practice Eurasia Journal of Mathematics, Science & Technology Education, 2013, 9(4), 273-286, International Society of Educational Research ISSN: 1305-8223.
Yuksel,P.& Yildrim,S.,(2015). Theoretical Frameworks, Methods, and Procedures for Conducting Phenomenological Studies in Educational Settings, Turkish Online Journal of Qualitative Inquiry, January 2015, 6(1).
Zainuddin, R. & Ahmed, A. (2008). Pedagogy in the Light of Constructivism. Indian Journal of Teacher Education: Anweshika, 5(1), 71-77.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. Journal of Teacher Education, XX (X), 1–11.
Zepeda, S.J. (2010). Instructional supervision: applying tools and concepts (3rd ed.). New York: Eye on Education.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
