| My intent in this investigation was to explore the influence of constructivism on beginning teachers' beliefs and practice. This interpretive study explores the theoretical orientations of teachers before, during, and after student teaching. The experiences of eight preservice teachers during a language arts practicum were examined through discussions of their teaching, a variety of written reflections, lesson plans, and observations of their instruction. These data sources were also used to analyze the theoretical orientations of three of those teachers during student teaching and one of those teachers during her first semester of employment.The analysis of the data included an examination of (1) the nature of and relationships among beliefs, metaphors, images, and literacy practices, and changes in those constructs during the three contexts of the study (2) the extent to which the beliefs and practices of novice teachers reflect the tenets of constructivism or behaviorism (3) congruence between their beliefs and practices and (4) the factors that influenced their beliefs and practice.The findings from this study suggest that beginning teachers adopted constructivist, behavioristic, and quasi-constructivist beliefs that do not reflect either paradigm. More quasi-constructivist beliefs were described than other beliefs and were usually enacted in their practice. Although all teachers described constructivist beliefs, they were less likely to act on them than on behavioristic or quasi-constructivist beliefs. While some teachers did not practice any of their constructivist beliefs, all of them acted on their behavioristic beliefs. Fewer behavioristic than constructivist or quasi-constructivist beliefs were discussed, but more practices that reflect premises of behaviorism were used. Overall, beliefs and practice reflected greater incongruence than congruence. Changes in beliefs and practice during the three contexts suggest the adoption of a greater behavioristic orientation in beliefs and practice and the diminishing influence of constructivist and quasi-constructivist beliefs. Images were more influential than metaphors as guides to practice, while images and beliefs reflected greater compatibility than other pairings of these constructs. The greatest influence on beliefs and practice were the teachers' experiences as elementary students. Their unique interpretations of constructivism influenced their adoption of quasi- constructivist beliefs. |
