Creating Disequilibrium: Building Confidence in Pre-Service Teachers Using Critically Engaging Constructivist Methods

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Author(s): Tisha Admire Duncan (Meredith College, USA)
Copyright: 2019
Pages: 22
Source title: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
Source Author(s)/Editor(s): Gina J. Mariano (Troy University, USA)and Fred J. Figliano (Troy University, USA)
DOI: 10.4018/978-1-5225-7823-9.ch025

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

The purpose of this chapter is to explore how intentional course design and instructional methods used during pre-service learning can build confidence in pre-service teachers, as well as prepare students for real-world experiences and the realities of what being a teacher in today's classroom entails. The chapter will critically examine frameworks used and, in addition, incorporate the perspectives and experiences of the university instructor and pre-service teachers participating in a social studies methods course applying constructivist practices and learner-centered instruction while also addressing the question, How can teachers learn to create effective classroom communities that engage learners in productive, rich, critically based, learning experiences?

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Creating Disequilibrium: Building Confidence in Pre-Service Teachers Using Critically Engaging Constructivist Methods

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