Toggle navigation
CEPA.INFO
FAQ
BROWSE
Authors
Constructivist Approaches
Background Disciplines
Reading Lists
Latest Fulltext Additions
LOGIN
Publications in
“Journal of Teacher Education”
Publications Found:
5
·
Show All Abstracts
·
Highlight Matches
Search CEPA
» Help with Search
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f��������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f���������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f????��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x/?????????????????????????????????????????????????????????????????????????????????????????????????????????????
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f????��������������������������������������������������������������������������������������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2F�������������������������������������������������������������������������������������������������������E
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2F????������������������������������������������������������������������������������?��������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f��������������������������
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2f��������������������������B
fulltext:maturana9999922unionselectunhex(hex(version()))--22x22=22x2F
By default, Find returns all publications that contain the words in the surnames of their author, in their titles, or in their years. For example,
Maturana
finds all publications authored by Maturana and publications that have "Maturana" in their title
Maturana 1974
finds all publications authored by Maturana in 1974
You can directly search for a reference by copy-pasting it. For example,
Glasersfeld E. von (1974) Jean Piaget and the radical constructivist epistemology
Unless a word (or phrase) if prefixed with a minus (-) it must be present in all results. Examples:
Glasersfeld Varela
shows all publications Ernst von Glasersfeld and Francisco Varela wrote together.
Glasersfeld "Jean Piaget"
finds all publications with
Glasersfeld
and
Jean Piaget
in it.
Prefix with
-
to indicate that this word must not be present in any result:
cognition -biology
will find entries that have
cognition
in the title but not
biology
.
Enter the surname of an author and a year to find all publications the author wrote in that year:
Glasersfeld 1995
presents all publications Ernst von Glasersfeld published in 1995.
Use
*
to match any characters:
constructivis*
matches constructivism and constructivist.
Enclose phrases between double quotes
"
to force phrase search:
"biology of cognition"
lists only the publications containing this phrase. Without the double quotes it will return all publications containing "biology" and all publications containing "cognition".
All the searches above match author names, titles and years. You can also address single fields:
author:glasersfeld title:reality
shows publications von Glasersfeld wrote on reality;
abstract:second-order
searches all abstracts for "second-order";
editor:Watzlawick
finds all books edited by Watzlawick.
Note there is no space after the colon.
Attention: Words of three letters and less are ignored.
"Not one, not two"
will return no result although there is
Varela's paper
of this title.
Black A. & Ammon P. (1992) A developmental-constructivist approach to teacher education. Journal of Teacher Education 43(5): 323–335.
Black A.
&
Ammon P.
(
1992
)
A developmental-constructivist approach to teacher education
.
Journal of Teacher Education
43(5): 323–335.
Copy Citation
In the Developmental Teacher Education (DTE) program at the University of California at Berkeley, Piagetian developmental theory and research is used as core knowledge for preparing elementary school teachers. Developmental-constructivist principles of knowledge acquisition are particularly well-suited for this purpose because they have implications for what and how children are taught, how progress toward expertise in teaching is conceptualized, and how teachers are educated. The authors describe the 2-year, postgraduate program, whose features include small cohorts of students, course work organized to address key topics repeatedly and hierarchically, multiple student teaching placements in diverse settings, and a master’s project on a teaching-learning issue. They also comment on teaching practices of program graduates and the development of their understanding of children, learning, and teaching during and after graduation from the program.
Condon M. W. F., Clyde J. A., Kyle D. W. & Hovda R. A. (1993) A constructivist basis for teaching and teacher education: A framework for program development and research on graduates. Journal of Teacher Education 44(4): 273–278.
Condon M. W. F.
,
Clyde J. A.
,
Kyle D. W.
&
Hovda R. A.
(
1993
)
A constructivist basis for teaching and teacher education: A framework for program development and research on graduates
.
Journal of Teacher Education
44(4): 273–278.
Copy Citation
Our initial documentation of the effects of the CAPITAL Program has implications for our own research agenda and for research on teacher education graduates in general. Interviews are a beneficial opportunity for teachers to identify and clarify their perceptions of successes, challenges, and needs in their practices. An hour of focused attention on their own performance facilitates teachers’ reflection and analysis. Thus our data collection will continue to include interviewing; however, we are aware of the need to collect additional types of data requiring different methods such as portfolio analysis, classroom observations, close reading of journals kept by students through- out the program, and interviews with mentor teachers and principals. We are currently exploring all of these and believe each additional data source will provide valuable insights useful for refining our program and supporting the continuing develop- ment of our graduates. Teacher preparation and professional development are never complete. University faculty and school colleagues must share responsibility for induction into and success in the profession. As these groups continue to collaborate, interact, and grow in unique understandings of what it means to develop as a teacher, a constructivist frame will be appropriate for all.
Gordon M. (2008) Between constructivism and connectedness. Journal of Teacher Education 59(4): 322–332. https://cepa.info/5899
Gordon M.
(
2008
)
Between constructivism and connectedness
.
Journal of Teacher Education
59(4): 322–332.
Fulltext at https://cepa.info/5899
Copy Citation
Parker Palmer is correct in his claims that good teaching depends more on the capacity for connectedness than on technique and that helping teacher candidates cultivate a strong sense of personal identity is crucial. However, to what extent are Palmer’s claims compatible with the various constructivist models of learning that are now prevalent in many colleges of education? Moreover, how are the goals of Palmer’s approach integrated with those of constructivism? This essay responds to these questions and negotiates between constructivism and Palmer’s educational approach. First the author lays out a predominant constructivist model of teaching and learning. Next, he explores some potential limitations facing constructivism and argues that Palmer’s notion of connectedness can help mitigate against some of the shortcomings of constructivism. Finally, the author examines a specific example from an English methods course that represents an attempt to integrate the virtues of Palmer’s approach with those of constructivism.
Key words:
constructivism
,
connectedness
,
palmer
,
learning
,
teaching.
Hand B. & Treagust D. F. (1995) Development of a constructivist model for teacher inservice. Australian Journal of Teacher Education 20(2): 28–38. https://cepa.info/6729
Hand B.
&
Treagust D. F.
(
1995
)
Development of a constructivist model for teacher inservice
.
Australian
Journal of Teacher Education
20(2): 28–38.
Fulltext at https://cepa.info/6729
Copy Citation
Excerpt:
In this paper, we consider a model for teacher inservice that is informed by constructivism. Initially, we consider the criteria for identifying conceptual change, briefly examine research on the roles which teachers engage in when implementing innovations, and describe the different knowledge bases needed in using teaching approaches informed by constructivist referents. Secondly, we describe an inservice programme for science teachers in one high school, and thirdly show how a five-stage model to introduce teaching/learning approaches informed by constructivism was developed.
Mosenthal J. & Ball D. (1992) Constructing new forms of teaching: Subject matter knowledge in in-service teacher education. Journal of Teacher Education 43(5): 347–56.
Mosenthal J.
&
Ball D.
(
1992
)
Constructing new forms of teaching: Subject matter knowledge in in-service teacher education
.
Journal of Teacher Education
43(5): 347–56.
Copy Citation
The authors analyze how the staff of Summer Math for Teachers and the Writing Project, two inservice programs designed to help elementary school teachers develop constructivist teaching practices, construed the programs’ subject matter and the role that subject matter knowledge was assigned relative to other kinds of knowledge and skill in helping participating teachers learn to teach mathematics or writing in radically different ways. The analysis showed that the programs’ reformist pedagogy is based on a principled conception of the subject matter but developing teachers’ subject matter knowledge was not an explicit objective. The authors conclude that research is needed to determine whether effective constructivist teaching, as characterized by the inservice programs, depends on the depth of teachers’ subject matter knowledge.
Export result page as:
CF Format
·
APA
·
BibTex
·
EndNote
·
Harvard
·
MLA
·
Nature
·
RIS
·
Science
Please provide us with your
feedback/evaluation/suggestions