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The introduction raises basic issues about the many contradictory shapes of constructivism and the possible existence of a central substance or philosophical core that can be called constructivism. The ontological and epistemological dimensions of constructivism that help mold the different shapes are highlighted in the introduction. Next comes an analysis of constructivist shape-shifting from Piaget to the social constructivists, followed by a synthesis of any substantial tenets that might bring "identity" to constructivism. I then show how teacher education has applied some key constructivist ideas, and I evaluate the soundness of constructivism as a framework for teacher education.
Rebecca L. Oxford (Wed,) studied this question.