Prawat R. (1992) Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education 100(3): 354–395. https://cepa.info/5905
Teachers’ beliefs about teaching and learning: A constructivist perspective.
American Journal of Education 100(3): 354–395.
Fulltext at https://cepa.info/5905
Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to teaching and learning, which many reformers advocate, are inconsistent with much of what teachers believe – a problem that may be overcome if teachers are willing to rethink their views on a number of issues. This article seeks to advance this cause by identifying important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning.