A systematic literature review on constructivist teacher education

Abstract

This article conducts a systematic review of the literature on teacher education under the constructivist paradigm, addressing the contributions and challenges associated with the implementation of these practices in Brazil. Grounded in the theories of Jean Piaget and expanded upon by scholars such as Lev Vygotsky, constructivism is a pedagogical approach that emphasizes the active construction of knowledge by students, with the teacher acting as a facilitator. In view of the context, the following question arises: How has constructivism been integrated and applied in teacher training in Brazil?  To answer this question, the objective of this study is to carry out a systematic review of the literature on teacher education within the constructivist paradigm, analyzing empirical and theoretical research published between 2004 and 2014. The methodology consists of a qualitative research that defines inclusion and exclusion criteria, selection of data sources in the CAPES and SciELO journals databases and procedures for the analysis of studies based on content analysis. It is concluded that the training of constructivist teachers goes beyond the simple transmission of theoretical knowledge, requiring the training of educators to transform their pedagogical practices in order to promote deeper and more meaningful learning for students. The adoption of constructivist practices in teacher education, when well implemented, can generate a lasting impact on both pedagogical practices and student learning outcomes.

DOI:https://doi.org/10.56238/sevened2024.024-005