Imagineering: Fostering constructivism among pre-service teachers

摘要

Constructivism has been evolving as to how educators all over the world have been perceiving it to be a responsive frame of mind in the 21^stcentury schools. “Imagineering”, conceived as a blend of imagination and engineering, now becomes a significant concept rooted from how teachers innovate the curriculum toward making their learners create new knowledge. This descriptive-survey study generally assessed how constructivist are the 270 pre-service teachers who are the future of the modern schools. The results revealed that the would-be teachers are much more imaginative and creative in designing teaching strategies, techniques, and assessment tools than in acquiring concepts for learning. Data further imply that while they are too aggressive in creating outputs, pre-service teachers tend to overlook the significance of knowledge acquisition prior to exploration and creation. It is important to note that pre-service teacher training be founded on capacity building and stimulation of imagination before making decisions on creative teaching. Recreating this study is highly recommended to further understand the procedure in preparing prospective teachers in the new millennium.