Constructivist pedagogy in primary classrooms: Learning from teachers and their classrooms

Abstract In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices.