Constructivist Practices in Teacher Education

This book brings together leading scholars and teacher educators to examine how constructivist learning theories can meaningfully guide teacher preparation for today’s complex, evolving, and ever-changing educational landscapes. Moving beyond abstract ideals, contributors explore the theoretical foundations of constructivism alongside concrete examples of how teacher educators bring these principles to life in their teaching, mentoring, and community-based work.

Chapters are organized into three parts: Theoretical Foundations, Constructivism in Action, and Beyond the Classroom. Each part offers rich frameworks, practical strategies, and reflective insights for designing transformative learning experiences. Through topics such as relational pedagogy, reflective practice, community engagement and hybrid learning, this volume illustrates how constructivist approaches foster agency, connection, and deep, authentic understanding.

Ideal for teacher educators, graduate students, curriculum leaders, and professional development providers, this book thoughtfully connects theory with lived practice by showcasing research informed examples of constructivism at work in teacher education. It invites all who prepare teachers to reimagine teacher education as a space where curiosity is nurtured, reflection is central, and a lasting love of learning can 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.