Abstract
Abstract The benefits of constructivist settings for students' academic, affective and social growth have been widely documented, yet raditional teacher-centered classrooms that restrict students' active involvement in the learning process have been far more prevalent than constructivist classrooms. As teaching behavior is frequently shaped by prior educational experiences, it is unrealistic to expect teachers to initiate constructivist settings in schools if their prior educational experiences, including teacher education programs, do not include constructivist-based experiences. For constructivist practices to emerge in schools, teacher education programs must use constructivist approaches to engage teacher candidates in interdisciplinary exploration, collaborative endeavors, fieldwork opportunities for experiential learning, self observation, evaluation, and reflection. Restructuring of teacher education programs evolves as teacher educators and teacher candidates engage in a learning cycle that brings...
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