TY - JOUR
AU - Windschitl, Mark
AB - Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice
TI - Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers
JF - Review of Educational Research
DO - 10.3102/00346543072002131
DA - 2002-06-01
UR - https://www.deepdyve.com/lp/sage/framing-constructivism-in-practice-as-the-negotiation-of-dilemmas-an-4i03V5k5C5
SP - 131
EP - 175
VL - 72
IS - 2
DP - DeepDyve
ER -