Understanding the Contextual Enablers of Constructive Pedagogy in Public Sector Universities of Punjab: A Qualitative Inquiry into Teacher Educators Experiences

Abstract

The purpose of this qualitative study is to understand the contextual enablers that provide support to teacher educators while implementing constructive pedagogy during class in public sector universities of Punjab. Twenty five teachers educators including both male and female were purposefully selected by researchers. A semi-structured interview was used to collect data from the participants. All of the interviews were translated into English and verbatim transcribed. A thematic analysis approach was used to interpret the participants' narratives. Results showed  that constructivist approach implementation in Punjab’s public universities is primarily driven by intrinsic motivation, professional passion, and accountability-rather than external structures alone. Moreover, student engagement and observable learning outcomes act as vital reinforcing loops that sustain this pedagogical shift.Based on the findings of the study, it is proposed that teacher education programs should emphasize reflective practice, ethical responsibility, and professional self-accountability as core components of effective teaching. Higher education institutions should create supportive environments that nurture teachers’ intrinsic motivation through academic autonomy, recognition of innovative teaching, and opportunities for professional growth. Furthermore, policymakers should reduce excessive workload pressures and provide institutional support to enable sustained pedagogical innovation.