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Perception of Power Dynamics from Educators

Dave Blanchard, M.S.

Kristen Carlson, Ed.D.

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Welcome!

BACKGROUND AND RESEARCH QUESTIONS

METHODS

RESULTS & FINDINGS

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Background

With the shift away from direct instruction, constructivist learning design allows for learning experience that engages all participants in co-constructed learning. With the teacher in a facilitator role, students are empowered to direct their own learning and create meaning out of the experiences. With a restructuring of the power dynamics in the classroom, the learning environment becomes more diverse, equitable, and inclusive.

This study explores the perceptions of teacher education graduate students around constructivism and power dynamics.

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Research Questions

RQ1: How do the perceived power dynamics in a higher education course impact the learners’ interpretations of learning experiences?�
RQ2: How does the use of constructivism in the graduate-level course impact the power dynamics between students and teachers?

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Methods

Data collection: Fall 2022 M.S. Curriculum and Instruction course

Pre-course interviews.
Participants were shown a mini lecture provided by the researchers on the topics of constructivism and power dynamics.
After the lecture, the course proceeded for eight more weeks.
During the last week of the course, research participants were asked to record a post-course interview about their experience in the constructivist classroom and their perceived connections between the experience and their knowledge of power dynamics.

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Power Dynamics

Perceived power within a classroom or learning experience.

How are perceptions around power formed?

Imbalance of power between learners and instructors.

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Constructivism

Co-construct, learning through powerful experiences with active discovery, collaboration, and assimilation of new knowledge with previously lived experiences.

1970s Piaget & Vygotsky

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Results

Constructivism (n=6) All participants indicated they had a foundational understanding of constructivism and 33% (n=2) had indicated no formal learning on this topic before this study.
Learning Experiences Several participants (n=4; 66%) indicated that learning is intentionally collaborative, while 33% (n=2) indicated that learning was transactional in nature.
Power Dynamics All of the participants (n=6) reported that their current understanding of power dynamics included a hierarchal structure or structure based on positional power. Post-interview resulted in 100% (n=3) of participants indicating they had active reflections about power dynamics regarding teacher/student interactions and assignment expectations

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Findings:�A Need to Balance the Power Dynamic

Hammond, Z. L. (2015). Culturally responsive teaching and the brain. Corwin Press.

Building a Culture of Care

Learning Partnerships

Rapport + Alliance �= Cognitive Insight

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Questions or Comments?

@000Dave

@DrKCarlson