Describing and Designing the Perception Levels of Pre-Schools Teachers through Constructivist Theory

The recent interest in the constructivist approach as a learning theory has created different views and opinions in people who engage in the teaching-learning process. Therefore, the aim of this study was to investigate the views of preschool teachers through constructivist approach about learning and their classroom tendencies. This study was a qualitative research, and focus group used to collect data. The statistical population of study included all preschool teachers of Tehran in the academic year 2014-15, and by purposive and available sampling, 9 teachers were selected that they have undergraduate and graduate of educational sciences and were knowledgeable with constructivist theory and were placed in two focus groups. After the note-taking and coding data obtained from groups, views of teachers in five categories of individual-cognitive, cultural- social, learning through structured activities, learning through open-ended activities and situated learning were summarized. As a result, it was suggested that these views and opinions in the teaching-learning process can be combined, and was expected to see the best way to achieve the individual development of preschool learners