This book brings together leading scholars and teacher educators to examine how constructivist learning theories can meaningfully guide teacher preparation for today’s complex, evolving, and ever-changing educational landscapes. Moving beyond abstract ideals, contributors explore the theoretical foundations of constructivism alongside concrete examples of how teacher educators bring these principles to life in their teaching, mentoring, and community-based work.
Chapters are organized into three parts: Theoretical Foundations, Constructivism in Action, and Beyond the Classroom. Each part offers rich frameworks, practical strategies, and reflective insights for designing transformative learning experiences. Through topics such as relational pedagogy, reflective practice, community engagement and hybrid learning, this volume illustrates how constructivist approaches foster agency, connection, and deep, authentic understanding.
Ideal for teacher educators, graduate students, curriculum leaders, and professional development providers, this book thoughtfully connects theory with lived practice by showcasing research informed examples of constructivism at work in teacher education. It invites all who prepare teachers to reimagine teacher education as a space where curiosity is nurtured, reflection is central, and a lasting love of learning can thrive.
Table of Contents:
Part 1: Theoretical Foundations 1. Cultivating Constructivist Pedagogies: Challenges and Opportunities for Teacher Educators 2. Developing as Constructivist Teacher Educators: A Process, Not an Endpoint 3. Disrupting the Theory to Practice Divide: Constructivist Learning for Future Early Educators 4. Constructivism's Roots in a Universal Design for Learning Teacher Education Program: Integrating SEL and AI Part 2: Constructivism in Action 5. Blueprints, Building Blocks, and Training Wheels: Constructivist Tools for Teacher Educators 6. Constructing Classroom Community: The Roles of Professional Learning Communities, Choice, and Reflective Practices 7. A Social Constructivist Protocol for Student Work Analysis 8. Safety, Interest, and Agency in the Teacher Education Classroom 9. The Play-Creativity Connection: Constructive Play Provocations for Early Childhood 10. Facilitating Learner Interactions: Using Constructivist Practices in Remote Synchronous Teacher Education Programs 11. Leveraging Field Experience with Content Courses to Create Constructivist Experiences in Early Childhood Teacher Education Part 3: Beyond the Classroom 12. Constructing Knowledge Through Collaborative Learning: Utilizing Communities of Practice to Support the Development of Pre-service Teachers 13. From Campus to Classroom: Teacher Candidates Bringing Community-Based Learning Theory to Life 14. Preservice Teachers' Constructivist Learning Experiences in a University-Based Mathematics Clinic for Rural Students 15. Leaning On Each Other To Create an Interdisciplinary Approach: Integrating Literacy, Bilingual Education, and STEM Practices 16. Setting Intentions: Big Ideas in Constructivist Curriculum
About the Author :
Elizabeth A. Ethridge is an Associate Professor in Early Childhood Education at the University of Oklahoma, USA.
Amber H. Beisly is an Assistant Professor in Early Childhood Education at the University of Oklahoma, USA.
Kate Raymond is an Associate Professor in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma, USA.
Review :
"This book shows how teacher education can foster educators who think critically, act ethically, and cultivate positive relationships. In these days of over-emphasis on metrics it is heartening to see a recentering of practice around ethics, values and the love of learning."
Paul Ernest, Professor Emeritus, Exeter University, UK
"This book offers a long-awaited resource on the practical implementation of constructivist theory in teacher education. Featuring examples from classroom practice to community engagement, it powerfully illustrates “practicing what we teach” and the transformative potential of an authentic, relational approach to teacher preparation."
Kathryn Castle, Professor Emeritus, Oklahoma State University, USA
"Constructivism can give us hope in a time of disequilibrium. By doing our work, and doing it well, we are embracing a positive vision of the future, an optimistic faith in our children. We welcome and need the varied forms of inspiration and ideas provided in this book."
Christine Chaillé, Professor Emeritus, Portland State University, USA
"This book will provide rich examples for applying constructivist theories to practices in classrooms, teacher education programs, and learning opportunities that merge into community settings. Critical thinking ignited through reflective and responsive aspects of constructivism are necessary for maintaining humanity and democracy in this ever-changing technology oriented global society."
Jane T. Broderick, Professor, East Tennessee State University, USA
