CONSTRUCTIVISM IN EARLY CHILDHOOD TEACHER EDUCATION

This book presents an educational research study that explored the U.S. early childhood teacher educators’ self-reported beliefs and self-reported practices congruent with the principles of constructivist epistemology to see if there were any relationships among early childhood teacher educators’ own philosophies, their self-reported practices and their educational/professional backgrounds. The data for this study was collected from 557 early childhood teacher educators throughout USA via survey methodology. A thorough literature review on constructivism in teacher education and teacher beliefs and practices, methodology of the study, findings, discussion of the findings, implications of the study and recommendations for further research are presented in this book.