Modeling Constructivist Practice In the Context of a Traditional University-based Teacher Development Program

As a follow-up to a previous article reporting on curriculum research on teacher education for critical pedagogy, the authors describe practices and processes used in a traditional university-based teacher education program to 1) build a collaborative learning community between faculty and practicing teachers, 2) share our pedagogical strategies for the social construction of knowledge and 3) clarify the role of continuous improvement in assessment