In the present study teachers’ preferences in their instructional methods were integrated with the revised model of blooms taxonomy to seek out how much they are incorporating the instructional approaches linked with all six domains of revised bloom taxonomy. The study has also sought out the impact of teachers’ qualifications and teaching experiences on teachers’ preferences for these instructional approaches. The findings show that teachers often use the higher-order domain, while other large domains were found on average. The academic qualification and teaching experience have not found significantly correlated with these instructional approaches. The study suggests that teachers spend their time designing teaching methodologies that can promote higher-level thought skills for students, to improve their student learning qualifications. Teachers can adopt methodologies to enable their students to think and discuss the content, encourage discussion, stimulate students to find information themselves, create cause and effect, encourage student opinion, insert several characters and map concepts in the real world. Besides, additional teaching support can also be expected from educational departments and administrations.
The purpose of this research study was to examine the teaching beliefs and practices of teacher educators teaching in B.Ed. Hons regarding elementary program in a public sector university in Gilgit city. Within qualitative research, case study design was employed to conduct the research study. Ten teacher educators were selected from within a total population of seventeen teacher educators teaching in the B.Ed. Hons. Elementary program was selected through convenient sampling technique. Research tools included descriptive interview questionnaire, and document analysis. Findings of the study revealed that teachers seemed to believe in variety of teaching strategies and emphasized on giving feedback to students along with other formative and summative assessment strategies. Findings indicated effect of teacher preparation programs in changing teachers' beliefs and practices. However, there appears to be inconsistency in teachers' beliefs and practices. Future research should explore the variation between beliefs and practices. Key Terms: Pedagogical beliefs and practices, Teacher educators, Elementary programs, Public university, Teaching learning
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.