Dialogue, inquiry, and puzzlement are valued. There is emphasis on collaboration as a means of cultivating consensually validated shared meanings. The focus of concern is not solely what the student knows, but rather includes his or her underlying beliefs, thought processes, and conceptions of knowledge. The teacher is viewed as both the presenter of knowledge and the provider of experience. The pedagogical task is to create a learning situation which facilitate individual students' construction of knowledge.
Constructivists are sensitive to the critical issue of power in the educational process.
They are encouraged to empower students by allowing them to develop self-confidence in their own epistemic processes. Given that knowledge is acquired idiosyncratically, and that there is seldom a single road to solution of a problem, methodological approaches are required to be somewhat more circumspect and reflexive. Thus, in addition to the teacher's mastery of subject, personal notions about teaching and learning are crucial. Brooks, Jacqueline, G, and Brooks, Martin G., The Case for Constructivist Classrooms. Steffe, Leslie D. and Gale, Jerry, Constructivism in Education.