Importance Of Constructivism In Education

CHAPTER II

THEORETICAL FRAMEWORK In this chapter presents the relevant theory, review of related literature, the conceptual framework, and paradigm of the study.

Relevant Theory Constructivism is not a totally new approach to learning. Like most other learning theories, constructivism has multiple roots in the philosophical and psychological viewpoints of this century, specifically in the works of Piaget, Bruner, and Goodman. According to Jean Piaget remembered for his deep research on developmental psychology, explains the learning process by schemes which is something arranged or orderly, assimilation, and accommodation which means a place where people can live, stay or work. I relate my chosen topic which is the “Preparedness of teachers

According to Marcy Whitebook, Deanna Gomby, Dan Bellm, Laura Sakai and Fran Kipnis. When it comes to teacher preparation, the support provided to new teachers, and ongoing professional development for working teachers, Grades K-12 and the field of early care and education (ECE) are two quite different worlds. While both worlds assume that teachers’ classroom skills and behaviour can be influenced at multiple points in time through pre-service education, during the first years of teaching, and over the course of a teacher’s career they differ along numerous dimensions. This paper describes some of those differences, discusses how those differences drive divergent research agendas in the two fields, and concludes with some recommendations for improving understanding across different levels of education in an effort to forge more integrated and effective policy, research and practice. Our accompanying paper, “Effective Teacher Preparation in Early Care and Education: Toward a Comprehensive Research Agenda,” reviews the K-12 and ECE research literature to identify what is known, as well as critical gaps in knowledge, about the most effective forms of teacher preparation and professional development, and proposes an agenda for future

The differences between K-12 and ECE begin with terminology for example, teacher preparation vs. professional development and they extend to the routes by which individuals become teachers, the threshold levels of education and training required, and the extent to which individuals receive support once they become teachers. The largest differences are driven by the requirement in all states that K-12 teachers earn BA degrees and meet additional credentialing criteria, typically before they can become teachers, or within a specified time frame after they begin teaching. In early care and education, by contrast, educational requirements for teachers are not at all uniform across states, and they typically are set at much lower levels. Requirements can also vary within states, for programs located in different settings or subject to different regulations, with the result that many practitioners do not hold college degrees, and most are not