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• W324668 abstract "Introduction Preservice teachers possess constructed knowledge, attitudes, assumptions, beliefs, and values about teaching and learning. These pre-existing ideas include: (a) well-established teacher role identifies (Crow, 1987); (b) unrealistically optimistic expectations about their future teaching performance (Weinstein, 1989); (c) strong convictions about teaching and how to teach (Clark, 1988); and (d) an extensive inventory of practically knowledge composed of such experiential matters as images, rituals, habits, cycles, routines, and rhythms (Connelley & Clandinin, 1985, pp. 194-195). Such perspectives frame preservice teachers' beliefs about effective teaching (Perry & Rog, 1990) and serve as preexisting knowledge structures on teaching (Stoddart & Roehler, 1990). This paper describes an introductory teacher preparation coarse constructed on those preexisting knowledge structures and beliefs about teaching that our students bring along with them. Knowledge - especially knowledge about teaching - is constructed by preservice teachers in order to make sense of their world. With over 10,000 hours of classroom experience from which to draw, varying and disparate repertoires of beliefs and values about teaching and learning shape the preservice teachers' views. These prospective teachers tend to construct primitive, underdeveloped knowledge bases that influence their teaching styles and affect their responses to teacher education programs (Powell, 1991). Book, Byers and Freeman argue that this prior knowledge is a key reason many candidates come to formal teacher preparation believing that they have little to learn (cited in Lanier & Little, 1986, p. 542). Laying the Groundwork Approximately 200 students annually enter our secondary education preservice program. With the belief that constructivism undergirds our preservice teachers' thinking, two of the four faculty assigned the entry-level course decided to introduce a constructivist theme in their sections of the initial preservice secondary course. Grounded in constructivist learning principles, the authors developed an entry-level preservice secondary education course to unearth and address teacher candidates' preconceptions about teaching. Beginning the search for the preexisting knowledge of novice, preservice teachers, the focus of this 15-week, three (3) semester credit course is designed to develop a foundation for meaningful learning to influence and guide preservice secondary education teachers. These preservice teachers enter our 36 semester credit secondary program as juniors, having completed the majority of their content specialization prior to pursuing teacher education. Undergirding the curriculum is our belief that the and consequences of constructivism significantly influence the teaching and learning process. Learners construct views and perceptions that they relate to preexisting knowledge structures. They actively construct the structures (or schemata) that help them do this. In turn, those cognitive structures are refined and restructured. It is upon this framework that preservice teachers build their rationale for teaching as well as bolster their personal practical knowledge about teaching. In designing this course, we developed activities and strategies to promote the development of more powerful and effective constructions (Confrey, 1990, p. 111). This influence led us to provide opportunities for our teacher candidates to critically evaluate the various philosophies and methods [they] encounter in terms of [their] own goals, values, and principles (Henderson, 1992, p.30). An effective and convincing example of this type of activity is early concept mapping of our teacher candidates' knowledge bases about teaching. Constructivist learning provided the course framework; students were encouraged to examine and evaluate their beliefs, attitudes, and knowledge about teaching. …" @default.
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• W324668 title "Perspectives on Education: A Constructivist Approach to an Introductory Course" @default.
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