C.I.R.C.U.I.T. Model – a Strategic Option in the Pedagogical Training of the Constructivist Teacher
Science Journal of Education
Volume 1, Issue 5, December 2013, Pages: 68-76
Received: Sep. 9, 2013; Published: Nov. 20, 2013
Views 2384      Downloads 164
Author
Vali Ilie, Department for Teacher's Training, University of Craiova, Romania
Article Tools
PDF
Follow on us
Abstract
Interest in constructivist pedagogy gives rise to a series of research in education, especially in training future teachers. In this perspective, we have observed that the fundamentals of constructivism face teachers to certain background problems that have been generated by the paradigm changes and are, at the same time, connected to the need for constructivist and strategic models. The model that we have framed valorises specific principles and it is based on the construction of mental priority. In this chapter, we are showing the stages of a technological model that we developed within The Educational PTCT Project (The Initial Pedagogical Training of the Constructivist Teacher – 2008, 2009). The project was tested from 2010 to 2012, during the Curriculum Theory and Methodology course. We are emphasizing the fact that, in using it in practice, students can achieve very good results about their constructivist learning style. In the present study we are going to certify the efficiency of this model which we have named the C.I.R.C.U.I.T. Model. The results we have obtained with the experimental group give us the right to say that the model we have developed can bring a part in facilitating studying in the academic environment. The conclusion we came to is that constructivist teaching and learning represent a strategic option in forming future teachers, also creating the context of forming specific competence in teachers.
Keywords
Education, Teacher, Initial Training, Constructivism, Metacognition
To cite this article
Vali Ilie, C.I.R.C.U.I.T. Model – a Strategic Option in the Pedagogical Training of the Constructivist Teacher, Science Journal of Education. Vol. 1, No. 5, 2013, pp. 68-76. doi: 10.11648/j.sjedu.20130105.14
References
[1]
Mackenzie, Noella and Knipe, Sally, Research dilemmas: Paradigms, methods and methodology Issues In Educational Research 16 (2), 2006, pp. 193-205, http://www.iier.org.au/iier16/mackenzie.html
[2]
Demers, Pierre, Ḗlever la conscience humaine par lʹéducation. Essai, Presse de lʹUniversité du Quebec, 2008, pp. 51-52, In http://www.books.google.com/books?isbn?=2760515540
[3]
Rey, Bernard; Carette, Vincent; Defrance Anne and Kahn Sabine, Les compétences à lʹécole. Apprentissage et évaluation, 2006, pp. 22-23. In http://www.books.google.com/books?isbn=2804142795.
[4]
Duffy, M. Thomas and Cunningham, J. Donald, Constructivism: Implications for the design and delivery of instruction, 1996, pp. 5-20. In http://www.newmedia.nenu.edu.cn/wyn
[5]
Doise, Willem; Mugny Gabriel and Pérez, A. Juan, The social construction of Knowledge: social marking and socio-cognitive conflict. In The Psychology of the Social, Edited by Uwe Flick, Chambridge Universty Press, 1998, pp. 77-91
[6]
Jonassen, H. David, Designing Constructivist Learning Environments. In Instructional-Design Theories and Models. A New Paradigm of Instructional Theory. Vol. II, Edited by Charles M. Reigeluth, New York, 1999, pp. 215-223
[7]
Joiţa, Elena, Constructivist training – an alternative. Fundamentals. Strategies, Bucharest: Aramis Publishing House, 2006, pp. 138-192
[8]
Korthagen, A. J. Fred, In search of the essence of a good teacher: towards a more holistic approach in teacher education, 2003, pp. 88-93. In http://www.igitur-archive.library.uu.nl/ivlos/2008-0805-201418/korthagen%20-%20in%20search%20of%20the%20essence.pdf
[9]
OECD, The Definition and Selection of Key Competences. Executive summary, 2005, pp. 5-19. In http://www.oecd.org/pisa/35070367.pdf
[10]
Vrugt, Anneke and Oort, Frans, Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement, 2008, pp. 126-130. In Metacognition Learning, http://download.springer.com/static/pdf/576/art%253A10.1007%252Fs11409-008-9022-4.pdf?auth66=1383550146_152cd34f41b87f1bfa179d30da0dd0e8&ext=.pdf
[11]
Gagnon W. George and Collay, Michelle, Design for Learning. Six Elements in Constructivist Classrooms, California: Corwin Press, 2001, p. 6
[12]
Cerghit, Ioan, Teaching methods, Bucharest: EDP R.A., 1997, pp. 119-120.
[13]
Hartman J. Hope and Glasgow A. Neal, Tips for the Science Teacher. Research-Based Strategies to Hetp Students Learn, California: Corwin Press, 2002, pp. 47-48.
[14]
Henson Kenneth T., Constructivist Teaching Strategies FOR DIVERSE MIDDLE-LEVEL CLASSROOMS, Boston: Allyn and Bacon, 2004, p. 325.
[15]
Brown G. A. and Edmondson R., Asking questions. In Classroom teaching skills, Edward Conrad Wragg, Ed. New York: Nichols, 1989, pp. 97-120.
[16]
Gardner Howard, Five minds for the future, Bucharest: Sigma Publishing House, 2007, pp. 107-108.
ADDRESS
Science Publishing Group
548 FASHION AVENUE
NEW YORK, NY 10018
U.S.A.
Tel: (001)347-688-8931