Chapter 4: A Constructivist-Developmental Perspective

What are the relationships between teacher judgments and teacher professionalism? How can constructivist-developmental theory inform our understanding of teacher judgments? What criteria will teacher education programs use as they decide how to allocate faculty time and limited resources for the optimal design of programs that can show change in teacher candidates’ knowledge, performance, and disposition? How can educators create significant and progressively more complex learning experiences for future teachers that prompt growth in professional judgments and actions? What pedagogies should a teacher educator use to facilitate an open discussion about moral issues regarding race and equity that supports diverse views while encouraging perspective taking? What considerations should a mentor teacher consider as she assists a cohort of new teachers who are feeling overwhelmed with their new responsibilities?