Constructivist Practices in Teacher Education: Theory, Methods, and Challenges

This book brings together leading scholars and practitioners to explore how constructivist learning theories can meaningfully guide teacher preparation for today’s dynamic and diverse classrooms. It examines the theoretical implications of the constructivist theory, shares practical examples of educators fostering constructivist principles through their practices, and discusses challenges they face in embracing such practices.

Chapters are organized into three parts: Theoretical Foundations, Constructivism in Action, and Beyond the Classroom. Each part provides frameworks, ideas, and strategies for designing transformative learning experiences. From relational teaching and reflective practice to community engagement and hybrid learning, contributors illuminate how constructivism fosters agency, connection, and authentic understanding.

Ideal for teacher educators, graduate students, curriculum leaders, and professional development providers, this book bridges theory and practice to provide affirming examples of constructivism at work in teacher education. It confers valuable insights into how constructivist theories are shaping teacher education and invites all who prepare teachers to cultivate classrooms where curiosity, reflection, and love of learning thrive.

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.