Author ORCID Identifier
0000-0002-4559-8531
Abstract
Shifting away from direct instruction, constructivist learning design allows for a learning experience that engages all participants in co-constructed learning. Restructuring the power dynamics in the classroom makes the learning environment more diverse, equitable, and inclusive. This study explores the perceptions of teacher education graduate students around constructivism and power dynamics. Participants completed pre- and post- course interview sharing experiences with power dynamics and learning environments from student and teacher perspectives.
Recommended Citation
Carlson, K., & Blanchard, D. (2024). Restructuring Power Dynamics within a Classroom: A Phenomenological Qualitative Study. The Interactive Journal of Global Leadership and Learning, 3(2). https://doi.org/10.55354/2692-3394.1050
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Higher Education Commons, Leadership Studies Commons, Online and Distance Education Commons
