Publisher： Common Ground Publishing
E-ISSN： 1447-9540|16|8|47-56
ISSN： 1447-9494
Source： The International Journal of Learning: Annual Review, Vol.16, Iss.8, 2009-01, pp. : 47-56
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Abstract
In the current job market, university graduates’ problem-solving ability and collaboration skills have been evaluated as the most important competencies for employment. In this social context, university faculty members have been encouraged to use constructivist teaching methodologies. The Center for Teaching and Learning in HanYang University (Seoul, South Korea) research team has exerted much effort to teach the instructors how to design constructivist instruction; however, there are still only a few instructors who are using constructivist teaching methodologies well. A qualitative study was therefore conducted to discover the reasons why professors do not use constructivist teaching methodologies and suggest solutions for facilitating the implementation of constructivist teaching methodologies into their instruction. The study results reported in this paper suggest that there are more diverse reasons why professors hesitate or refuse to use constructivist teaching methodologies than we had presumed.
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