The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Constructivist Learning Theories in Teacher Education Programmes: A Pedagogical Perspective

Gary Harfitt Cheri Chan

Introduction

In recent decades, a constructivist worldview has gone some way to explaining how knowledge is produced in the world, how students learn and how to better support teachers through teacher education (see Beck & Kosnik, 2006; Johnson, 2006; Nuthall, 2015; Rainer, 2002; Richardson, 1997). Our intention in writing this chapter is to present a particular conceptual perspective on teacher education and then to share how we model and apply this concept on initial and in-service teacher education programmes in one particular sociocultural context, namely Hong Kong, where constructivist and reflective thinking across all educational sectors have been described as influential (Cheng et al., 2009).

A ...

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