Bridging the Gap: The Relationship Between Teacher Educators' Attitudes and Constructivist Practice Adoption

Constructivism has emerged as a cornerstone of modern educational reform as it is shifting the focus from passive knowledge transmission to active, learner-centred construction of meaning. However, a significant "theory-practice gap" remains prevalent in teacher education as the attitude of teacher educators may vary in different ways and different variables. While many teacher educators express favourable attitudes toward constructivist principles for the classroom teaching learning practices but their actual classroom adoption often lags behind due to its transactional approaches and wide area of curriculum. This article explores the intricate relationship between teacher educators' attitudes and their adoption of constructivist practices. It identifies that psychological, institutional, and pedagogical factors which influence this relationship, including the role of institutional support, professional development, and reflective practice in their way of delivering and creating new knowledge and concepts to the learner. By synthesizing recent research findings, the article proposes a framework for bridging this gap between the teacher educators on various level as on the basis of gender, age, academic qualifications, etc. It emphasizing the need for systemic change in education policies, targeted training, and the cultivation of a supportive academic administrative and collaborative culture within teacher education institutions.