Virginia Richardson's Constructivist Teacher Education: Building a World of New PDF

By Virginia Richardson

Bringing jointly problems with concept, study and perform in constructivist instructor schooling, this ebook increases the questions and gives solutions as to how does one convince scholars and academics to alter their primary ideals and practices approximately instructing and studying.

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111–27. D. ,’ in MCLAUGHLIN, D. and TIERNEY, W. (Eds) Naming Silenced Lives, New York, Routledge. LEMKE, J. (1991) ‘Science, semantics, and social change,’ Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April. P. M. (1991) Teacher Education and the Social Conditions of Schooling, New York, Routledge, Chapman and Hall, Inc. 36 CONSTRUCTIVIST TEACHER EDUCATION MARX, K. and ENGELS, F. (1846/1970) The German Ideology , New York, International Publishers.

H. L. (Eds) Readings in Introductory Sociology, Second Edition , New York, The Macmillan Co. , DEL Rio, P. and ALVAREZ, A. , DEL Rio, P. and ALVAREZ, A. (Eds) Sociocultural Studies of Mind, Cambridge University Press. M. (1992) Educating Teachers for Cultural Diversity, East Lansing, MI, Michigan State University, National Center for Research on Teacher Learning. 38 3 Constructivism: Contradictions and Confusions in Teacher Education Allan MacKinnon and Carol Scarff-Seatter Introduction While constructivism has received tremendous fanfare in the educational community through the 1980s and early 1990s, recent criticisms question its foundation (Millar, 1989; Ormell, 1993; Solomon, 1994).

Bernstein (1990) notes that pedagogies advocated by constructivists and other progressives that do not explicitly work to expose and redistribute the power relations inherent in schooling tend to mask the power relations. In doing so, he argues that these types of pedagogies make it even more difficult for students who are not already well versed in the white, 32 CONSTRUCTIVIST TEACHER EDUCATION middle class, values of schooling to negotiate the power relations extant in schooling. He maintains that despite our good intentions, our actions often disadvantage those who are already ‘disadvantaged’ in schools that privilege white, middle class values.

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