The possibilities of Constructivist Approaches for Effective Teacher Education in the churches
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This study explored the possibility of constructivist methods as an instructional tool for the church and demonstrated that learner-centered instructional methods based on constructivist presuppositions can provide a variety of educational benefits, There is a hunger for effective teacher equipping programs for adult volunteer teachers for the educational ministry of today’s churches. At the same time, these programs for teachers need to be well-suited for adult learners and relevant to their real-life problems. This is why learner-centered activities based on a constructivist approach should be applied for effective teacher training programs in the churches. Within the constructivist view, when learners face new knowledge or experiences, they internalize the new information based on their past experiences or previous knowledge. In other words, knowledge is constructed through the learners’ own interaction with the world; thus learning is “an active process of constructing meaning and transforming understandings.”Constructivism has provided a variety of implications for effective teacher training programs in the churches. Constructivist approaches can enhance volunteer teacher education in the churches by overcoming the weaknesses of the traditional lecture-based approaches and meet new needs for teacher education. Also, biblical Foundations for the Use of Constructivist Approaches for Teacher Education were found in the Master teacher’s teaching methods. However, although constructivism has contributed to a variety of educational contexts, one needs to examine the prepositions of this theory. According to constructivism, knowledge is constructed by the learner’s experience and his or her own interaction with the world. Therefore, constructivism has weakened the importance of objective truth and placed more emphasis on the personal interpretation of an individual. Therefore, Christian educators for the 21st century churches need to not only seek the fullest understanding of constructivism through the lens of Christ, “in whom are hidden all the treasures of wisdom and knowledge” (Col 2:3, NASB) but also filter it through Christian theological and biblical perspectives in order to properly adopt the instructional insights of constructivism.
Abstract
This study explored the possibility of constructivist methods as an instructional tool for the church and demonstrated that learner-centered instructional methods based on constructivist presuppositions can provide a variety of educational benefits, There is a hunger for effective teacher equipping programs for adult volunteer teachers for the educational ministry of today’s churches. At the same time, these programs for teachers need to be well-suited for adult learners and relevant to their real-life problems. This is why learner-centered activities based on a constructivist approach should be applied for effective teacher training programs in the churches. Within the constructivist view, when learners face new knowledge or experiences, they internalize the new information based on their past experiences or previous knowledge. In other words, knowledge is constructed through the learners’ own interaction with the world; thus learning is “an active process of constructing meaning and transforming understandings.”Constructivism has provided a variety of implications for effective teacher training programs in the churches. Constructivist approaches can enhance volunteer teacher education in the churches by overcoming the weaknesses of the traditional lecture-based approaches and meet new needs for teacher education. Also, biblical Foundations for the Use of Constructivist Approaches for Teacher Education were found in the Master teacher’s teaching methods. However, although constructivism has contributed to a variety of educational contexts, one needs to examine the prepositions of this theory. According to constructivism, knowledge is constructed by the learner’s experience and his or her own interaction with the world. Therefore, constructivism has weakened the importance of objective truth and placed more emphasis on the personal interpretation of an individual. Therefore, Christian educators for the 21st century churches need to not only seek the fullest understanding of constructivism through the lens of Christ, “in whom are hidden all the treasures of wisdom and knowledge” (Col 2:3, NASB) but also filter it through Christian theological and biblical perspectives in order to properly adopt the instructional insights of constructivism.
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