Teacher's Concept of Constructivism in Real Conditions of School Teaching

Nábělková Jitka, Plischke Jitka, Kobzová Pavlína


In the paper is observed the teacher's concept and realization of the conception of constructivism in the real conditions of school teaching. Constructivist pedagogy, despite numerous curricular reforms, is not sufficiently implemented in the real conditions of school teaching. We ask ourselves a question about which of the didactic implications has the constructivist epistemology in teaching. Teacher's concept of teaching as a general strategy for teacher's thinking and negotiation is the basis for planning constructivist-oriented teaching and for its actual practice in the lesson. In the theoretical part of the paper is represented the significance of the term teacher's conception of constructivist-oriented teaching and its real understanding of the constructivism theory in terms of school teaching. Based on the results of a research conducted through a questionnaire survey and a direct observation of lessons, we bring closer the reality of teaching of this epistemology, different perspectives, the teachers themselves as constructors of this paradigm.

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DOI: https://doi.org/10.11114/jets.v6i11a.3810


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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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