Teaching is a complex process that demands a high level of cognitive or intellectual ability to face poorly structured challenges in education. Teacher education programs are responsible for preparing preservice teachers for meeting such challenges and developing their capacity for employing appropriate courses of action based on knowledge of available evidence and each situation’s context. The purpose of this article is to outline two cognitive development models, Perry’s Intellectual Development Model and King and Kitchener’s Reflective Judgment Model, and to discuss how they can assist teacher educators in recognizing and developing the cognitive development levels of preservice teachers. Additionally, the article provides examples of each model’s application within research on preservice and novice teachers. Suggestions for practice and future research are made in the conclusion.
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