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to become an “educator who is a builders of knowledge, values, and community.” The central metaphor that captures the guiding pedagogical principles of the Teacher Education Program describes the teacher as a master builder. Therefore, the primary role of the teacher is that of a builder-facilitator who: • presents content knowledge using multiple teaching strategies designed to include all students in the learning experience; • values and encourages the development of students as critical thinkers and life long learners; and • creates a safe, supportive learning community within the classroom. The concepts of social constructivism support this metaphor and its associated principles. At the core of constructivist theory is the idea that learners must individually discover and transform complex information if they are to make it their own (Ryan & Cooper, 2004). Learners engaged in a constructivist classroom constantly check new information against previous rules and revise them when they no longer work. (Slavin, 2006). Pass (2004) notes that the social construction of meaning occurs through a communications dialogue. Each participant within the community is continuously revising and reforming meaning as a collaborative process. Several of Vygotsky’s concepts that are central to his theories and complementary of the social constructionist position likewise provide a theoretical foundation for the Teacher Education Program. Four key principles derived from Vygotsky are critical to the teacher as builder, including the social nature of learning, the zone of proximal development, cognitive apprenticeship, and mediated learning (Slavin, 2006). Most significantly, Vygotsky places social interaction at the forefront of his theories. Intellectual development occurs, therefore, through the engagement in activity in the company of parents, teachers, peers, and others. Thus, the teacher must be a competent builder of knowledge.
The emphasis on the social nature of learning and the use of groups of peers to model effective ways of thinking, as well as identify and challenge misconceptions, are key elements of Piaget’s and Vygotsky’s conception of cognitive change (Slavin, 2006). Vygotsky, furthermore, applies his principle of learning as a social construct to his concept of the zone of proximal development, which is a shared creation of the learner and the more competent “others” (Ryan & Cooper, 2004). According to Vygotsky (1978), the zone of proximal development is “the distance between a child’s actual development level, as determined by independent problem-solving, and the higher level of potential development, as determined through problem solving under adult guidance, or in collaboration with more capable peers” (p. 86). He also states that a constructivist approach makes extensive use of cooperative learning because students will discover and comprehend difficult concepts if they can discuss problems and issues with peers. Thus, the teacher must be a committed builder of community.
College of Education
Along with Vygotsky, Piaget and Kohlberg’s concept of moral development espouses a constructivism approach to learning. Piaget observed that children often engage in discussions of hypothetical situations, which lead to a morality of cooperation as the child’s social world expands to include interaction with increasing numbers of peers. Kohlberg also recognizes that the development of moral reasoning and insights are greatly influenced by the relationships and individual responses to structured situations. Effective teachers and teacher education programs thus promote the development of teachers with critical thinking and problem solving skills. They also encourage the inclusion of opportunities for these social interactions and incorporate values education at the global, local, and individual levels (Lickona, 1991). Accordingly, teachers must become caring builders of values. Moreover, such teachers must engage in self-examination and reflection of their own performance and use their conclusions to improve their teaching.