Using “banking” and “kitchen” metaphors to illustrate the educational frameworks of Freire's banking concept and constructivist learning theory, we—students and instructor—describe an innovative pedagogical adult learning‐teaching model utilized in a required course, Qualitative Research, within the curriculum of a leadership studies doctoral program. This course used a constructivist learning theory framework to engage doctoral students as a community of learners in the discovery process of conducting qualitative research. Through reflection and a description of key components of this course, a critical examination of this pedagogical model is explored. Findings reveal the strengths of a constructivist approach to support and steer collaborative, exploratory learning whereby co‐creating, collective processing, and co‐learning promote invested learning.

中文翻译：

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AE中的视角-从“银行”到“厨房”：建构主义理论框架课程的教学反思

我们使用学生和教师的隐喻来说明弗莱雷银行学概念和建构主义学习理论的教育框架，以此来描述弗雷雷银行学概念和建构主义学习理论的教育框架，并在必修课程“定性研究”中描述了一种创新的成人教育教学模型。在领导力研究博士课程的课程范围内。本课程使用建构主义学习理论框架，使博士生作为学习者的社区参与进行定性研究的发现过程。通过反思和对本课程关键组成部分的描述，对该教学模型进行了严格的考察。研究结果揭示了建构主义方法在支持和指导协作性探索性学习中的优势，从而通过共同创建，集体处理和共同学习促进投资学习。