Teacher Beliefs: The Impact of the Design of Constructivist Learning Environments on Instructor Epistemologies |
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| Authors: | Email author" target="_blank">Rose?MarraEmail author |
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| Institution: | (1) School of Information Science and Learning Technologies, University of Missouri-Columbia, 303 Townsend Hall, Columbia, MO 65211, USA |
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| Abstract: | Promoting student epistemological development is seen as a goal of higher education. Further, the epistemological beliefs of instructors have been shown to affect their teaching beliefs and behaviors. Some argue that only when instructors are epistemologically advanced will they be able to engage in pedagogical activities that encourage student epistemological development. This study examines the impact of the design of constructivist learning environments on university instructors’ epistemological belief systems. Constructivist learning environments are technology-based environments that present learners with authentic problems, that are supported by cases similar to the problem being posed, and learning-support strategies such as modeling, coaching, and scaffolding. Instructors’ epistemologies might be impacted by engaging in constructivist learning environment design because the process requires instructors to think about their discipline in non-traditional ways. Results of this qualitative inquiry suggests that instructors who are in a zone of ‘readiness’ for intellectual growth could experience epistemological growth from this experience. |
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| Keywords: | constructivism constructivist learning environments epistemological beliefs epistemology higher education teacher beliefs |
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