American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2014, 2(12A), 8-12
DOI: 10.12691/education-2-12A-2
Open AccessResearch Article

Constructivist Approach in Teacher Professional Development: An Overview

Satyajit Rout1, and Santosh Kumar Behera2

1Ph.D. Scholar, Department of Education, Visva-Bharati, Santiniketan, West Bengal, INDIA

2Assistant Professor, Department of Education, Sidho-Kanho-Birsa University, Purulia, West Bengal, INDIA

Pub. Date: December 10, 2014
(This article belongs to the Special Issue Teacher Education: Issues and Challenges)

Cite this paper:
Satyajit Rout and Santosh Kumar Behera. Constructivist Approach in Teacher Professional Development: An Overview. American Journal of Educational Research. 2014; 2(12A):8-12. doi: 10.12691/education-2-12A-2


In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in India. Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. Despite creation of National Council for Teacher Education in 1993 and National Curriculum Framework for Teacher Education in 2009, teacher education programme continues to train teacher-trainee as transmitter of information and knowledge than partner in, moderator of, and facilitator of, learning. Mode of preparing him / her to play the role as key agent of social change is always questionable. The introduction of the National Curriculum Framework for Teacher Education (NCFTE) requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviourist approach) to a holistic world-view (constructivist and situational or contextual approach) of teacher professional development.

constructivist approach Professional development and societal needs

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