Shifting Schemas: Perspectives and Practice in a Learner-Centered Course

As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman...

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Bibliographic Details
Published inInternational journal of teaching and learning in higher education Vol. 31; no. 1; pp. 154 - 165
Main Authors Duncan, Tisha, Redwine, Rachel
Format Journal Article
LanguageEnglish
Published International Society for Exploring Teaching and Learning 2019
Subjects
Communities of Practice
Constructivism (Learning)
Course Evaluation
Educational Change
Inquiry
Leadership
Methods Courses
Preservice Teachers
Social Studies
Student Attitudes
Student Centered Learning
Teacher Education Programs
Teaching Methods
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Summary:As a profession, we must have a shift in both perspective and practice to transform teaching at all levels. Are pre-service education classrooms preparing students to be flexible, adapt to new situations, and rely on their own expertise and understanding while seeking support when needed? Lieberman and Miller (2004) identify the following shifts for transforming the social realities of teaching: from individualism to professional community; from teaching at the center to learning at the center and from technical and managed work to inquiry and leadership (p. 11). The authors seek to critically examine the perspectives of pre-service teachers participating in a social studies methods course using constructivist practices.
ISSN:1812-9129
1812-9129