The Constructionist Theory of Learning in Teacher Education. Perspectives from students and teachers through quantitative and qualitative research

Autores/as

  • Javier Fernández-Río Universidad de Oviedo
  • Antonio Calderón Luquin Universidad Católica San Antonio
  • Antonio Méndez-Giménez Universidad de Oviedo
  • Ramiro J. Rolim Márquez Universidade do Porto (Portugal)

Palabras clave:

Self-made materials, cooperation, instruction

Resumen

The article presents a study on the usage of the Constructionist Theory of learning in Teacher Education. Two different assessment procedures were used: quantitative (questionnaire) and qualitative (interview) to try to understand the complexity of the problem. 41 Portuguese university  students  enrolled  in  the  same  curricular  subject  and  their  teacher  agreed  to participate. Results showed that the participants positively valued the construction and usage of materials for their academic development and for their professional career. These results are similar to previous results obtained in Spanish university students, which reinforces the positive effects of the Construccionist Theory of Learning in Teacher Education.

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Publicado

2014-12-01

Cómo citar

Fernández-Río, J., Calderón Luquin, A., Méndez-Giménez, A., & Rolim Márquez, R. J. (2014). The Constructionist Theory of Learning in Teacher Education. Perspectives from students and teachers through quantitative and qualitative research. Profesorado, Revista De Currículum Y Formación Del Profesorado, 18(3), 213–228. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/19335