The theory-practice gap in constructivist pedagogy: Instructors' beliefs and practices at the college of social sciences, University of Gondar

This qualitative study examines the persistent gap between instructors' conceptual understanding of constructivist instruction and its implementation in their classrooms. Employing a single-case study design, the study gathered rich data from nine key informants, including instructors, department heads, and a dean at the College of Social Sciences, University of Gondar. Data were collected through semi-structured interviews, classroom observations, and document reviews. The findings reveal that instructors possess a robust theoretical understanding of constructivism, which they conceptualize as both a process of student knowledge construction and a student-centered pedagogical approach. However, this understanding is often undermined by their instructional practices, which remain predominantly teacher-centered, reliant on traditional lecture methods and behaviorist-oriented assessments. The study concludes that this disconnect is not rooted in a lack of knowledge, but in systemic and contextual barriers that prevent the effective application of constructivist principles. These findings have significant implications for educational policy and professional development, highlighting the need for institutional support to bridge the theory-practice gap in higher education.