Abstract
Role is a construct that emerges from Sociality (Kelly, 1955). What can we say about the role of the constructivist teacher? This article aims to present the Institute of Constructivist Psychology’s teaching experience, starting from the assumption that being a constructivist teacher is not just about applying a toolbox, but implies a role relationship with students that changes in real time. Students are invited to abandon passive roles and to embody the role of psychotherapists-in-training from the first session. The class is considered as a learning community where the psychotherapists-in-training are invited to creatively co-construe the boundaries within which their own learning possibilities take life.
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