The constructionist paradigm shift of teachers in 21th century learning

Abstract

     The purpose of this research was to study the paradigm shift of teachers using a professional development program according to Constructionism. The participants were 40 teachers from a large school in Kanchanaburi province. Data were collected through classroom observations, lesson plan evaluation, students’ work (both physical and via electronic that had been posted on social networks), teachers’ comments from focus group interviews, and reflective group interviews. The data were analyzed using content analysis. The results indicated that most teachers showed a paradigm shift in their learning management based on Constructionism. There were many aspects of progression comparing the teachers’ paradigm before they had enrolled for the workshop, especially in the way teachers valued learning-context management and applied information and communication technology, including communication, into their lessons. The teachers also provided opportunities for the students to create work in class. Students had time for brainstorming, planning, constructing work, and collaboratively solving problems in a creative way. Teachers presented themselves in classes as the facilitator who could explain why students needed to learn their style and create work in a social context through interaction with others.