Date of Award
Spring 2020
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Interdisciplinary Studies and Professional Development
Committee Chair
Dr. Jonathan Beedle
Committee Chair School
Interdisciplinary Studies and Professional Development
Committee Member 2
Dr. Shuyan Wang
Committee Member 2 School
Interdisciplinary Studies and Professional Development
Committee Member 3
Dr. Kyna Shelley
Committee Member 3 School
Interdisciplinary Studies and Professional Development
Committee Member 4
Dr. Dean Franks
Committee Member 4 School
Interdisciplinary Studies and Professional Development
Abstract
This study examined teacher training and beliefs in relation to the development of instructional technology-driven constructivist learning environments. The goal was to discover any existing gaps in theoretical beliefs and praxis, and develop recommendations that provide methods of merging theory into practice for both new and veteran teachers. Bruner’s Constructivist Learning Theory was the theoretical framework that was the basis for this study. Buttressing Bruner, Piaget, Vygotsky, and Montessori’s influences on the development of constructivism as a theoretical lens were also used. The target sample of the intended study was sixth through twelfth grade teachers, both new (0-4 years of experience), and veteran (5 or more years of experience). Teacher participant data was collected via survey response. The findings were that there is not a statistically significant difference in training, belief, and implementation between new and veteran teachers.
ORCID ID
https://orcid.org/0000-0003-0114-1342
Copyright
Rachel J. Mercer, 2020
Recommended Citation
Mercer, Rachel, "Teacher Training, Beliefs, and Use of a Constructivist Learning Environment Supported by Instructional Technology" (2020). Dissertations. 1792.
https://aquila.usm.edu/dissertations/1792