Preschool and Elementary School Studies

Describing and Designing the Perception Levels of Pre-Schools Teachers through Constructivist Theory

Document Type : Research Paper

Author

Mostafa Salari
https://doi.org/10.22054/soece.2020.12115.1076
Abstract
The recent interest in the constructivist approach as a learning theory has created different views and opinions in people who engage in the teaching-learning process. Therefore, the aim of this study was to investigate the views of preschool teachers through constructivist approach about learning and their classroom tendencies. This study was a qualitative research, and focus group used to collect data. The statistical population of study included all preschool teachers of Tehran in the academic year 2014-15, and by purposive and available sampling, 9 teachers were selected that they have undergraduate and graduate of educational sciences and were knowledgeable with constructivist theory and were placed in two focus groups. After the note-taking and coding data obtained from groups, views of teachers in five categories of individual-cognitive, cultural- social, learning through structured activities, learning through open-ended activities and situated learning were summarized. As a result, it was suggested that these views and opinions in the teaching-learning process can be combined, and was expected to see the best way to achieve the individual development of preschool learners

Keywords

Constructivism
Constructivist views
Learning
Preschool education educators
Preschool and Elementary School Studies
Volume 3, Issue 11
Spring 2018
Pages 67-122

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