“Practising What We Preach”: Social Constructivism and Course Design

Authors

  • Rita Headington School of Education University of Greenwich
  • Alison Hales School of Education University of Greenwich

DOI:

https://doi.org/10.21100/compass.v1i2.23

Abstract

When we teach students, do we always practise what we preach? Do we use what we know about our students, and our discipline, to structure courses and engage and support our learners?

Author Biographies

Rita Headington, School of Education University of Greenwich

Rita Headington lectures in primary education in the School of Education and is a member of the university’s central Educational Development Unit. She has experience as a teacher, advisory teacher and lecturer in teacher education, has taught in the UK and with British Forces Schools in Germany, and has authored books in her specialist areas of assessment and mathematics in primary education.

Alison Hales, School of Education University of Greenwich

Alison Hales, Senior Lecturer in Primary Education, teaches early years, history and educational professional studies on both the undergraduate and postgraduate primary programmes. Current research interests: looking at alternative placements to develop and enhance teacher trainee education; using a blended learning approach: social constructivism and course design; contemporary issues and early years’ education.
Compass: The Journal of Learning and Teaching

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Published

11/09/2012

Issue

Vol. 1 No. 2 (2010): Compass: The Journal of Learning and Teaching

Section

Research Articles

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