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Perspectives in AE — From “the bank” to “the kitchen”: Pedagogical reflections of a constructivist theory framed course
Author(s) -
Nsonwu Maura,
Brewer Chiquitia Welch,
Marshall Ashley,
Durham Lori,
Jernigan Quintara A.,
Folarin Oluwafunke,
Bailey Gary
Publication year - 2020
Publication title -
new horizons in adult education and human resource development
Language(s) - English
Resource type - Journals
ISSN - 1939-4225
DOI - 10.1002/nha3.20279
Subject(s) - constructivist teaching methods , pedagogy , learning theory , constructivism (international relations) , curriculum , qualitative research , experiential learning , mathematics education , course (navigation) , psychology , sociology , teaching method , engineering , social science , international relations , politics , political science , law , aerospace engineering
Using “banking” and “kitchen” metaphors to illustrate the educational frameworks of Freire's banking concept and constructivist learning theory, we—students and instructor—describe an innovative pedagogical adult learning‐teaching model utilized in a required course, Qualitative Research, within the curriculum of a leadership studies doctoral program. This course used a constructivist learning theory framework to engage doctoral students as a community of learners in the discovery process of conducting qualitative research. Through reflection and a description of key components of this course, a critical examination of this pedagogical model is explored. Findings reveal the strengths of a constructivist approach to support and steer collaborative, exploratory learning whereby co‐creating, collective processing, and co‐learning promote invested learning.