The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.
Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective
Abstract
Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to teaching and learning, which many reformers advocate, are inconsistent with much of what teachers believe--a problem that may be overcome if teachers are willing to rethink their views on a number of issues. This article seeks to advance this cause by identifying important aspects of current thinking that may get in the way of teachers adopting a constructivist approach to teaching and learning.
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Agency as a fourth aspect of students’ engagement during learning activities
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Relational analysis of personal epistemology and conceptions about teaching and learning
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Metadata
- Authors
- Prawat, R. S.
- Venue
- American Journal of Education
- Publisher
- University of Chicago Press
- Published
- 1992-05
- Volume
- 100
- Issue
- 3
- Pages
- 354-395
- ISSN
- 0195-6744 (ISSN-L)
- 1549-6511
- OpenAlex
- W2019161482
- Cited by
- 770
- References
- 50
- FWCI
- 76.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
