Year: 2024
Type: article
Abstract: Shifting away from direct instruction, constructivist learning design allows for a learning experience that engages all participants in co-constructed learning. Restructuring the power dynamics in the classroom makes the learning environment more diverse, equitable, and inclusive. This study explores the perceptions of teacher education graduate students around constructivism and power dynamics. Participants completed pre- and post- course interview sharing experiences with power dynamics and learning environments from student and teacher perspectives.
Authors: Kristen Carlson, Davidson Blanchard
Institution: Minnesota State University Moorhead
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4401647299