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Research Paper | Educational Psychology | Volume 15 Issue 2, February 2026 | Pages: 754 - 759 | India
A Study of Constructivist Instructional Design and Teacher Effectiveness on Teacher Educators
Abstract: Constructivist approach of teaching learning process provides a very interactive model for explaining how knowledge is produced as well as how students learn in a creative and constructive atmosphere. Constructivist instructional design teaching practices have become more prevalent in teacher education programs, while demonstrating significant success in promoting student learning in concrete concept. In this paper, the author takes a serious look at constructivist instructional design teaching practices highlighting both the promises and potential problems of these practices. The author argues that educators who are teaching through constructivist instructional design has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs as it requires a defined setup administrative support, practices and trained teacher for implementing in the real-world practices. Author outlines some of the ways in which constructivist instructional design has been effective for the learners beneficial for their overall development and analyzes several ways in which constructivist teaching has been used. The author also presents the comparative analysis on the basis of types of colleges and gender for using constructivist instructional design in their teaching learning process that illustrate the effective use of constructivist instructional design teaching and explains what makes them successful.
Keywords: constructivism, instructional design, teaching, learning, gender
How to Cite?: Rupam Ragini, "A Study of Constructivist Instructional Design and Teacher Effectiveness on Teacher Educators", Volume 15 Issue 2, February 2026, International Journal of Science and Research (IJSR), Pages: 754-759, https://www.ijsr.net/getabstract.php?paperid=SR26211114542, DOI: https://dx.dx.doi.org/10.21275/SR26211114542