The Constructionist Theory of Learning in Teacher Education. Perspectives from students and teachers through quantitative and qualitative research

  • Javier Fernández-Río
  • Antonio Calderón Luquin Universidad Católica San Antonio
  • Antonio Méndez-Giménez Universidad de Oviedo
  • Ramiro J. Rolim Márquez Universidade do Porto (Portugal)


The article presents a study on the usage of the Constructionist Theory of learning in Teacher Education. Two different assessment procedures were used: quantitative (questionnaire) and qualitative (interview) to try to understand the complexity of the problem. 41 Portuguese university  students  enrolled  in  the  same  curricular  subject  and  their  teacher  agreed  to participate. Results showed that the participants positively valued the construction and usage of materials for their academic development and for their professional career. These results are similar to previous results obtained in Spanish university students, which reinforces the positive effects of the Construccionist Theory of Learning in Teacher Education.