https://orcid.org/0000-0002-1402-6215
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Abstract
Christian educators must regularly articulate the ways in which they add value to the learning experiences of students, recognizing that pedagogy and purpose are inextricably linked. This study investigates the relationship between constructivist teaching practices and the religious beliefs of Christian educators. Drawing on mixed-methods analysis of survey data, the study includes 385 teachers in a network of private preK-12 Mennonite schools stretching from Oregon to Pennsylvania to Florida. Data analysis suggests that while the participants consistently espouse a high level of commitment to Christian approaches to education, the participants’ relationship to constructivist pedagogy across the corpus is less clear. The results contribute to the empirical literature on faith integration and notions of constructivism in Christian education.
Acknowledgements
The authors would like to express our appreciation to the teachers who participated in this study and the many administrators at Mennonite schools who helped champion this project.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Paul J. Yoder
Paul J. Yoder, Ph.D., is an Assistant Professor of Teacher Education at Eastern Mennonite University. Dr. Yoder’s scholarship focuses on the teaching and learning of history, Mennonite education, student identity, and the enacted curriculum.
Peter D. Wiens
Peter D. Wiens, Ph.D., is an Assistant Professor of Teacher Education at the University of Nevada, Las Vegas (UNLV), where he teaches courses in teacher preparation and conducts research in the assessment of teacher education program outcomes.
Annie Chou
Annie Chou, M.A., is a doctoral student in the Department of Teaching and Learning at the University of Nevada, Las Vegas. Ms. Chou conducts research in teacher attitudes toward English language learners (ELLs) and professional development of teachers of ELLs.