Conceptual,pedagogical, cultural,and political dilemmas of implementing a constructivist workshop approach to teaching literacy |
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| Authors: | Suzanne L Porath |
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| Institution: | School of Education, Edgewood College, Madison, WI, USA |
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| Abstract: | Approached as an epistemology, implementing a constructivist workshop approach to literacy can challenge the traditional paradigm of teacher-focused instruction and transform to one where students construct knowledge together and learn through active engagement in authentic reading and writing. This study illustrated how two third-grade teachers managed the conceptual, pedagogical, cultural and political dilemmas they encountered when they began implementing a constructivist workshop approach to literacy. This study validates the disquiet and discomfort teachers may feel as they utilize new curriculum, illustrates that a workshop approach requires an understanding/articulation of personal and curricular pedagogical and epistemological foundations, and encourages administrators to recognize that teachers need time and space to take risks and reflect on their work. |
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| Keywords: | Teacher knowledge constructivism reflective practice teacher change dilemmas |
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