Abstract:
This research was an exploration through a single case study into the sources of influence in the development of a teacher's pedagogical beliefs and practices, and how the influences affected the teacher's pedagogical beliefs and practices as she began to take a more constructivist teaching approach in technology use. This research examined the struggles and successes the teacher experienced in adopting more constructivist teaching practices.
The study was conducted at a rural middle school in Midwest. One female teacher volunteered to participate in the study over a two-semester period. She designed the student technology leadership program (STLP) class to integrate technology, and Web-based projects to demonstrate developing student leadership skills in a constructivist approach of learning and teaching. Qualitative data were collected and a descriptive case study was selected to help us understand the process of change in the middle school teacher's pedagogical beliefs and practices in the constructivist model of integrating technology within the class. Sources of data included a questionnaire, interviews, observations, journal entries, field notes, and artifacts of students computer projects. A three-step approach of data analysis was used to integrate multiple data sources, and to categorize and code data into meaningful data.
This research described the five sources of influence in the teacher's pedagogical beliefs and practices, and how the influences affected her willingness to change toward becoming a more constructivist teacher. Further, the research discussed the nature of her struggles and successes in adopting more constructivist teaching practices.
The research findings indicated that: a) the teacher's characteristics play a major role in determining the nature of her pedagogical beliefs, practices, and her willingness to change toward a more constructivist teacher; b) the masters program has significantly influenced the change in her pedagogical beliefs and practices into constructivist model of teaching and learning; c) when Web-based technology is involved in the teacher's curriculum, it is more likely that the teacher engages in the role of active designer of her class and curriculum, and provides the students more meaningful 'real-life' experience of learning environment. The research also discussed the implications about teacher collaboration and higher education programs.