Pedagogic patterns for Teaching Methods of School Teachers

    Bhawna Mathur ,Shurti Tiwari

    Abstract

    This paper is an attempt to identify teacher’s Pedagogic patterns for teaching related to utilization of different teaching methods. A survey of 100 teachers which were purposively selected from the secondary schools in the Rajasthan state of India, and have been teaching compulsory hindi, English and Sanskrit language subjects. Reliable and valid self-made checklist for utilization of 20 teaching methods for languages had been administered on the language teachers. Teachers responses on the checklist were qualitatively analyzed using sten scores. Important findings were included most popular teaching methods of language were used by most of the teachers during the classroom teaching. On the contrary, teachers who use these teaching methods less, mainly because they experience difficulty in using Grammar Translation Method, Analytic Method (Question Answer Method) or Text Book Method among them. Average popular teaching methods of language were used by most of the teachers during the classroom teaching. On the contrary, teachers who use these teaching methods less, mainly because they experience difficulty in using the Lecture Method among them. Less popular teaching methods of language were used by the average percentage of teachers during the classroom teaching, mainly because they experience difficulty in using the Story Telling Method, Inductive deductive method, supervised study method and Structural situational approach or oral approach among them. Not popular teaching methods were used by the average percentage of teachers during the classroom teaching, mainly because they experience difficulty in using the Appreciation method among them.

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