Alignment in Constructivist-Oriented Teacher Education: Identifying Pre-service Teacher Characteristics and Associated Learning Outcomes

Conceiving of learning as conceptual change (Saljo, 1999) and writing as a constructive activity that can be used as a tool for learning and assessment (Tynjala, 1999) is consistent with a constructivist view of instruction and learning.\n Scoring criteria at the create level allows for challenge and raises the standard to just within reach of the pre-service teachers. Given our current knowledge that there are significant gender differences in learning styles, approaches to learning, and participation in university courses, future studies should compare men and women to see whether such differences influence students' learning outcomes.