Constructivism in the New Educational Context: The Case of Pre-service Teachers

This study explored how pre-service English teachers teach in the current educational context, focusing on how they use or do not use constructivist approaches, the challenges they face, and possible ways to help them teach more effectively. Ten pre-service English teachers from ISPSC community were chosen and interviewed using semi-structured questions. The data were analyzed to find common themes and patterns. Results showed that pre-service teachers use a mix of teaching methods, including structured lessons, differentiated activities, game-based learning, group work, and checking students’ prior knowledge. Some aspects of constructivism, such as collaborative learning and guidance, were seen in their teaching, but classroom rules, curriculum limits, limited resources, and different student needs sometimes made it hard to fully apply constructivist methods. They used strategies like scaffolding, dividing tasks, and giving roles to students to overcome challenges. Based on these findings, a constructivist-based intervention material was suggested to guide pre-service teachers in creating more learner-centered and flexible lessons. The study highlights the importance of support and training for pre-service teachers to improve teaching in today’s changing educational environment.