Constructivist Practices in Teacher Education Theory, Methods, and Challenges

Introduction

Part 1. Theoretical Foundations

Chapter 1. Cultivating Constructivist Pedagogies: Challenges and Opportunities for Teacher Educators

Kate Raymond, Elizabeth A. Ethridge, and Amber H. Beisly  

Chapter 2. Developing as Constructivist Teacher Educators: A Process, Not an Endpoint

Signe E. Kastberg, Alyson E., Lischka, and Susan L. Hillman

Chapter 3. Disrupting the Theory to Practice Divide: Constructivist Learning for Future Early Educators

Sierra Dinges

Chapter 4. Constructivism's Roots in a Universal Design for Learning Teacher Education Program: Integrating SEL and AI

Anne Marie Ristow

Part 2. Constructivism in Action

Chapter 5. Blueprints, Building Blocks, and Training Wheels: Constructivist Tools for Teacher Educators

Elizabeth A. Ethridge, Kate Raymond, and Amber H. Beisly  

Chapter 6. Constructing Classroom Community: The Roles of Professional Learning Communities, Choice, and Reflective Practices

Melissa Gunter, Katrina Rothrock, and Jamie-Marie Miller

Chapter 7. A Social Constructivist Protocol for Student Work Analysis

Andria Disney and Nicole Gearing

Chapter 8. Safety, Interest, and Agency in the Teacher Education Classroom

Rebecca J. Pruitt

Chapter 9. The Play-Creativity Connection: Constructive Play Provocations for Early Childhood Teacher Preparation

Erin M. Casey and Jennifer Berube

Chapter 10. Facilitating Learner Interactions: Using Constructivist Practices in Remote Synchronous Teacher Education Programs

Katie Fields and Jill M. Davis  

Chapter 11. Leveraging Field Experience with Content Courses to Create Constructivist Experiences in Early Childhood Teacher Education

Chloe Morris and Jennifer Stepp

Part 3. Beyond the Classroom

Chapter 12. Constructing Knowledge Through Collaborative Learning: Utilizing Communities of Practice to Support the Development of Preservice Teachers

Julie Sidarous

Chapter 13. From Campus to Classroom: Teacher Candidates Bringing Community-Based Learning Theory to Life

Caran Mullins and Christian Winterbottom

Chapter 14. Preservice Teachers' Constructivist Learning Experiences in a University-Based Mathematics Clinic for Rural Students

Cacey L. Wells, Wendy Lewis, Lianne Jones, Chrystal Dean, Joey Lord, and Ashley Whitehead

Chapter 15. Leaning On Each Other To Create an Interdisciplinary Approach: Integrating Literacy, Bilingual Education, and STEM Practices 

Puneet S. Gill, Filiz Shine, and Gilda Y. Martínez

Chapter 16. Setting Intentions: Big Ideas in Constructivist Curriculum

Will Parnell and Sally Guyon

Conclusion: Cultivating Quality Teaching through Constructivist Practices

Biography

Elizabeth A. Ethridge is an associate professor in Early Childhood Education at the University of Oklahoma, USA.

Amber H. Beisly is an assistant professor in Early Childhood Education at the University of Oklahoma, USA.

Kate Raymond is an associate professor in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma, USA.

"This book shows how teacher education can foster educators who think critically, act ethically, and cultivate positive relationships. In these days of over-emphasis on metrics it is heartening to see a recentering of practice around ethics, values and the love of learning."

Paul Ernest, Professor Emeritus, Exeter University, UK

"This book offers a long-awaited resource on the practical implementation of constructivist theory in teacher education. Featuring examples from classroom practice to community engagement, it powerfully illustrates “practicing what we teach” and the transformative potential of an authentic, relational approach to teacher preparation."

Kathryn Castle, Professor Emeritus, Oklahoma State University, USA

"Constructivism can give us hope in a time of disequilibrium.  By doing our work, and doing it well, we are embracing a positive vision of the future, an optimistic faith in our children.  We welcome and need the varied forms of inspiration and ideas provided in this book."

Christine Chaillé, Professor Emeritus, Portland State University, USA

"This book will provide rich examples for applying constructivist theories to practices in classrooms, teacher education programs, and learning opportunities that merge into community settings. Critical thinking ignited through reflective and responsive aspects of constructivism are necessary for maintaining humanity and democracy in this ever-changing technology oriented global society."

Jane T. Broderick, Professor, East Tennessee State University, USA