JPSY_V1_N4_RP1 Marjorie Madden Stacey Leftwich Journal on Educational Psychology 2230 – 7141 1 4 33 45 pedagogy, educators, constructivist This study addresses the work of individual teacher educators improvising with the content and pedagogy of their courses and looks at the teaching and learning that occurs when teacher educators explicitly change and engage in a new pedagogy. This study purports to document, analyze, and interpret the learning that occurred across two university literacy courses in which faculty implemented a constructivist, critical literacy pedagogy. Findings explore what it means to share power in the classroom and the relationships between critical teaching and developing a literacy theory of practice. February - April 2008 Copyright & copy; 2008 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=416