This study examined recent literature related to constructivist teacher education, focusing on descriptions of programs and research on program efforts and effects. The study involved literature published from 1990 to the present on constructivist teacher education. This included 20 preservice programs and 15 inservice programs. The studies were cataloged according to the focus of the study, the role of the researcher, participants, methods, and findings. Data analysis resulted in eight common elements of constructivist preservice and inservice teacher education programs: reflection, learner-centered instruction, collaborative learning, posing relevant problems/problem solving, cohort groups, extensive field placements, authentic assessment/professional portfolios, and action research. Key mediational experiences for learners included: social interaction, meaningful learning experiences, shared ownership, reflective analysis, developing a personal theory of teaching and learning, and supportive environment. Research on inservice and preservice programmatic efforts suggested two major effects: change in teacher-learners' beliefs about teaching and learning and/or change in their pedagogy. (Contains 52 references.) (SM)