ON BECOMING A CONSTRUCTIVIST TEACHER

by
Geraldine L. Forsberg

B.Sc.H.Ec., Acadia University, 1975

B.Ed., St. Thomas University, 1977

A THESIS SUBMITTED IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE DEGREE OF

Master of Education
in the Department
of
Curriculum and Instruction

This thesis is accepted.

Dean of Graduate Studies

THE UNIVERSITY OF NEW BRUNSWICK

April, 1996

ABSTRACT

The purpose of this study is to examine my change from traditional transmissional practice to an approach in early childhood education that is informed by my belief in constructivist theories. The historical context of my change process is reviewed. My change in practice, and educational change in general, was and is difficult due to the Cartesian paradigm which is prevalent in our society. To make effective change I had to reconceptualize my understanding of the learner, the learning process and my role as a teacher within a constructivist paradigm and also maintain my integrity within the school community.

Four major areas of my change in practice are discussed: (a) The shift from a teacher- directed curriculum towards a student-directed curriculum is illuminated through changes in the use of space to promote students' autonomy. (b) Changes in methodologies are elucidated through an examination of changes in materials used by teachers and students. (c) Integration of curriculum is examined in relationship to the project approach. (d) Evaluation is addressed in the context of human interactions among teachers, students, parents, professors and administrators. Discussions of the above topics create a tapestry which, because of the complex and integrated nature of a constructivist classroom, includes many other diverse areas of change.

The implications of my findings are discussed. Areas in which further improvement to my practice are needed and suggestions as to how to initiate further changes are explored.