What does the teacher do?: Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher

By Diane Holt-Reynolds. 2000

194 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/31faf6395266309013508d07986948af857ff028

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In Education

In Human Factors and Ergonomics

Citations in the corpus

The Nature and Development of Teachers' Metastrategic Knowledge in the Context of Teaching Higher Order Thinking (2006, background): “In a more recent study, Holt-Reynolds (2001) analyzed the case of a prospective teacher who adopted superficial elements of the constructivist pedagogies she had been taught in a teacher education course, without adopting its more profound elements.”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “Other categorization schemes have been proposed and researchers have explored what teachers know and how they use their knowledge in real and hypothetical situations (e.g., Holt-Reynolds, 2000; Jordan & Stanovich, 2003; Munby, Russell, & Martin, 2001; Tsai, 2002).”
‘Teach as you preach’: the effects of student‐centred versus lecture‐based teaching on student teachers’ approaches to teaching (2010, background): “Integrating the constructivist legacy, student-activating teaching methods are believed to enhance the type of student learning which is desirable to occur: that is, learning which is active, deep, transitive and aims for understanding and conceptual change (Bonwell and Sutherland 1996; De Corte 200”
Peer mentoring: engaging pre‐service teachers in mentoring one another (2005, background): “In such classrooms, there is a commitment to participation and on ‘pedagogies of co-construction … with their emphasis on reflecting, building, inquiring, talking, writing and project-centred learning’ (Holt-Reynolds, 2000, p. 22).”
Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education (2006, background): “, Akerson, Abd–El-Khalick, & Lederman, 2000) also suggested that the instruction for changing teachers’ views about the nature of science might be rendered more successfully when integrated within a conceptual change approach such as that proposed by Posner, Strike, Hewson, and Gertzog (1982). That ”
Effective Constructivist Teaching Learning in the Classroom (2019, background): “(p. 53) Similarly, Holt-Reynolds (2000) describes a situation in which a prospective English teacher internalized the notion that constructivist teaching meant that she had to encourage her students to construct their own interpretations of the story and affirm each interpretation regardless of its…”