Educational Research for Policy and Practice

, Volume 2, Issue 3, pp 195–204 | Cite as

Teaching, Teacher Knowledge and Constructivism

  • Kok-Aun Toh
  • Boon-Tiong Ho
  • Charles M.K. Chew
  • Joseph P. RileyII
Article

Abstract

An effective education program delivers a satisfactory level of achievement for every student. For this to happen, we must examine carefully the implications of educational theories and research for teaching and learning. The way a teacher conducts his or her lessons must also be examined critically. This paper will deal with teaching, teacher knowledge and constructivism. For teaching, some reasons were suggested for the observation why it had not changed significantly since the last 40 years in Asian classrooms. In the area of teacher knowledge, the authors report a recent research finding on pedagogical content knowledge (PCK) development. The paper concludes with a discussion on whether constructivism is indeed a better way to teach.

constructivism pupil-centred instruction teacher knowledge teaching styles teaching 

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Copyright information

© Kluwer Academic Publishers 2003

Authors and Affiliations

  • Kok-Aun Toh
    • 1
  • Boon-Tiong Ho
    • 1
  • Charles M.K. Chew
    • 1
  • Joseph P. RileyII
    • 1
  1. 1.National Institute of EducationNanyang Technological UniversitySingapore

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