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Learning Environments Research
Erschienen in: Learning Environments Research 1/2009

01.04.2009 | Original Paper

Accounting for preservice teachers’ constructivist learning environment experiences

verfasst von: Rachel A. Harrington, Larry G. Enochs

Erschienen in: Learning Environments Research | Ausgabe 1/2009

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Abstract

The article reports the findings of a study conducted to inform a teacher preparation program of the extent to which they were providing students with experiences consistent with the program goals. The Constructivist Learning Environment Survey (CLES) was administered three times to participants in a 1-year program for graduate students seeking licensure in mathematics and science. These data were compared to program course syllabi and participant reflections to generate an account of institutional practice. From this account, observations about the program and a subsequent hypothetical learning trajectory were generated. It is recommended that the program find additional ways to explicitly integrate constructivist learning environment components into coursework and field experiences, specifically in the area of Critical Voice. Furthermore, the program should continue to structure programs components differently for mathematics and science and continue to offer a year-round field experience.
Vorheriger Artikel Students’ perceptions of a blended web-based learning environment
Nächster Artikel Science laboratory classroom environments in Korean high schools

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Metadaten
Titel
Accounting for preservice teachers’ constructivist learning environment experiences
verfasst von
Rachel A. Harrington
Larry G. Enochs
Publikationsdatum
01.04.2009
Verlag
Springer Netherlands
Erschienen in
Learning Environments Research / Ausgabe 1/2009
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-008-9053-4

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