文章基本信息

标题：Constructivist Approach in Teacher Professional Development: An Overview
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作者：Satyajit Rout ; Santosh Kumar Behera
期刊名称：American Journal of Educational Research
印刷版ISSN：2327-6126
电子版ISSN：2327-6150
出版年度：2014
卷号：2
期号：12A
页码：8-12
DOI：10.12691/education-2-12A-2
语种：English
出版社：Science and Education Publishing
摘要：In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in India. Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. Despite creation of National Council for Teacher Education in 1993 and National Curriculum Framework for Teacher Education in 2009, teacher education programme continues to train teacher-trainee as transmitter of information and knowledge than partner in, moderator of, and facilitator of, learning. Mode of preparing him / her to play the role as key agent of social change is always questionable. The introduction of the National Curriculum Framework for Teacher Education (NCFTE) requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviourist approach) to a holistic world-view (constructivist and situational or contextual approach) of teacher professional development.
关键词：constructivist approach; Professional development; and societal needs