EXPLORING BARRIERS TO THE IMPLEMENTATION OF CONSTRUCTIVIST TEACHING APPROACHES IN PUBLIC SECTOR UNIVERSITIES OF PUNJAB

Abstract

This qualitative study aimed to explore the barriers faced by teacher educators in public-sector universities of Punjab while implementing constructivist teaching approaches in teaching-learning situations. Researchers purposefully selected the twenty teacher educators from the Education department of the various public sector Universities of Punjab, Pakistan. A semi-structured interview was used to collect data from the participants. All of the interviews were translated into English and verbatim transcribed. The data were analyzed after transcription using thematic analysis. Results showed that he majority of teacher educators encountered barriers in implementing constructivist teaching approaches in teaching and learning. These barriers consider technology-related barriers included limited access to necessary technological resources. Student-related obstacles involved factors such as prior knowledge, attitudes, engagement, diverse backgrounds, reluctance to participate, and low interest in activities. Teacher-related challenges encompassed difficulties with group assessment, classroom organization, and managing time-intensive activities. Furthermore, departmental constraints, such as inadequate support, small classroom spaces, and heavy teaching workloads, were identified as significant impediments. Based on the findings of the study, it is proposed that to promote constructivist teaching, universities should improve technology, provide teacher training, prepare students for active learning, manage workloads, ensure institutional support, and adopt a coordinated, systemic approach for a sustainable learning environment.

Key words:  Constructivist Approach, Barriers, Teacher Educators, Pedagogies and   Teaching -Learning Situation   

https://doi.org/10.5281/zenodo.18102935