Constructivist Pedagogical Approaches in Contemporary Classroom Settings: A Qualitative Investigation of Teacher Practices and Student Experiences

Abstract

This qualitative study examines the implementation of constructivist pedagogical approaches in contemporary classroom settings, focusing on teacher practices and student learning experiences. Through ethnographic observation and in-depth interviews conducted across six secondary schools over an eighteen-month period, the research explores how teachers translate constructivist principles into daily instructional practice and how students experience and respond to these learning environments. Findings reveal substantial variation in constructivist implementation, ranging from surface-level adoption of specific techniques to deep pedagogical transformation characterized by student-centered inquiry and collaborative knowledge construction. The study identifies key enablers of successful constructivist practice including teacher beliefs, professional collaboration, administrative support, and curriculum flexibility. Student data indicate that well-implemented constructivist approaches enhance engagement, critical thinking, and transfer of learning, though students also report initial adjustment challenges when transitioning from traditional instruction. The research contributes practical insights for educators seeking to implement constructivist pedagogy and identifies areas requiring further investigation.