Inclusion of Teacher Constructivism in Systematic Professional Continuous Development
| Authors | |
|---|---|
| Year of publication | 2017 |
| Type | Article in Proceedings |
| Conference | EDULEARN2017 Proceedings. 9th International Conference on Education and New Learning Technologies |
| MU Faculty or unit | |
| Citation | |
| Web | https://library.iated.org/view/TRNOVA2017INC |
| Doi | http://dx.doi.org/10.21125/edulearn.2017.1435 |
| Field | Pedagogy and education |
| Keywords | development; systematic teacher education; teacher constructivism |
| Description | To improve the quality of school education and lifelong learning, it is necessary to support teacher continuous professional development. The aim of the study is to present outcomes of research of innovative teacher professional continuous development courses. Design-based research was used as the main research method. A key result of the research is the finding that teacher education, including professional continuous development, has to be closely linked with practical experience through the use of a systematic and teacher constructivist approach. Constructivist principles and characteristics of teacher professional continuous development courses were studied within the PROFILES project. Building up teachers’ pedagogical competences, using their own experience from learning and teaching and thus connecting pedagogical theory and practice is the core of teacher constructivism. |