Practical Reasoning: Constructivist Theory and Practice in Teacher Education.

Overview & Synopsis

Constructivism is a perspective on learning that is initiated from the learner's perspective rather than by that of the teacher; understanding is constructed by the learner rather than placed upon the learner. If constructivism is fostered in teacher education, practical reasoning can encourage teacher development to its fullest. (The concept of practical reasoning was originally proposed by Aristotle and has been further clarified and applied to education by philosophers and educators.) In the course of the teacher education program, interaction takes place between what the preservice teachers are taught and what they bring to the learning situation; practical reasoning provides a mechanism which allows each preservice teacher to develop a constructivist understanding. Crucial to a constructivist approach to teacher education is the avoidance of prescribing rules that must be followed by every teacher. While recommendations regarding the best possible teacher practices are common in teacher education, constructivist teacher education will not allow the same outcomes for each teacher. First, each teacher brings a unique background that will interact with the new material in unique ways to result in unique understandings. Second, when teacher education students become student teachers and teachers, these constructed understandings will interact with yet one more particular aspect, that of their particular classroom situation. A practical reasoning approach to teacher education allows the constructivist perspective on learning to prosper in teacher education. (Contains 29 references.) (ND)