The effectiveness of education depends upon quantity of teachers working in an institution. As we know the quantitative and qualitative improvement of elementary and secondary educations has raised problems of solutions of right type of teachers and enriching programmes of teacher preparation. Thus necessitates not only improving the knowledge and teaching competency of a teacher but also to inculcate in them desirable teacher like qualities. We know the teaching profession is one of the most important art of guiding students through a variety of selected teaching methods and methodologies, it should therefore, attract the brightest minds, finest personality and most committed young people.
As a profession, it requires people who have right type of aptitude and attitude for teaching in bound to be a successful teacher in future. As a teacher, we should enrich ourselves with different teaching methodologies in order to change the behavior of learners keeping in view their individual differences The purpose of present study is to study the teaching aptitude of elementary and secondary teacher educators, so the investigator finds it relevant to study such a topic which has great significance in our present education system.
It will clearly reveal the picture of elementary and secondary teacher educators working at different levels and their influence on the present education system. The result may guide teacher educators in devising their mode of teacher training, their methodologies, aptitude and attitude towards their profession. Objectives The following objectives have been formulated for the present investigation: 1. To study the teaching aptitude of elementary teacher educators.
To study the teaching aptitude of secondary teacher educators. To compare the teaching aptitude of elementary and secondary teacher educators. Hypotheses In the light of the objectives enumerated above, the following hypotheses have been framed for the proposed investigation:- 1. There is a significant difference between elementary and secondary teacher educators on teaching aptitude. Methodology and procedure 4.
Both the groups were selected from the universe population by using random sampling technique. Analysis and interpretation of data: In order to achieve the objective of the present study, the data was statistically analyzed by employing t-test Table 1. Areas Group Mean S. A quick look at the table reveals that on six dimensions out of eight areas of teaching aptitude and on the total score of TATB , the two groups differ significantly.
The result of the test of significance shown in row of the table 1 makes it clear that the elementary teacher educators and secondary teacher educators differ significantly on co-operative nature t-value 5. The differences between the elementary and secondary teacher educators are however, insignificant in case of optimistic attitude t-value 1. On the total score of the teaching aptitude test battery, the difference between elementary and secondary level teacher educators have been found to be significant t-value 2.
Conclusion: It was found that elementary teacher educators have more teaching aptitude as compared to secondary teacher educators on total score of teaching aptitude test battery. This study should be conducted on the large sample in which the sample must be drawn from the whole Jammu and Kashmir state. Other variables like attitude, teaching methodology etc.
Requires less skill teaching. Encourages student presents a series of 4. To present basic requirement. Permits 4. Poses difficulty in principles, explores a 5.
To introduce a adaptability. Permits reaction. Require highly performance. Permits better skilled instructors. To illustrate centre over contact application of rules, and sequence. To review, clarify, emphasise or summarise.
To develop 1. Increase 1. A method in which problems. Increases 2. Requires group discussion 2. To stimulate thinking students preparation by student. Limits content. Consumes time. Utilises student 5. Restricts size of 3. To emphasise main knowledge and groups. To supplement 4.
Results in more lectures, reading, or permanent learning laboratory exercises. To determine how degree of student well student understands participation. To prepare students for application of theory of procedure. To summarise, clarify points or review. THE 1. To provide remedial 1. Reduce failure 1. To provide make-up 2. Improves end- preparation. Requires lengthy A method of self- arrivals, absentees, or proficiency. Increases expenses. To maintain 4. Provides for self 4. Requires previously learned skills instruction.
To upgrade production. To accelerate capable students. To provide enough common background among students. To provide the review and practice of knowledge and skills. To orient students to a 1. A method in which 2. To set the stage for a 2.
Reduce 2. Poses evaluation the instructor assigns lecture demonstration or classroom time. Permits 3. Produce non- periodicals, project or 3. To provide for or individual standard results. To provide for the review of material covered in class or to give practice.
To provide enrichment material. To reach highly 1. Permits adaptive 1. A method of operations or operations 2. Stimulates 2. Demands time and instruction in which involving danger or active money. To provide 3. Promotes safety. To provide general 1. Provides 1. A tutorial working on an advanced report.
Poses evaluation arrangement study or research 2. Stimulates problems. Is more costly than instructor and groups, 2. To exchange participation. Permits adaptive and individual. To develop new and imaginative solutions to problems under study by the group. To teach manipulative 1. Minimise 1. Saves time rehearsal. A method of 2. To teach 3. Can be 2. Requires special instruction where the troubleshooting. To illustrate groups. To teach operation or job shows the students functioning of what to do, how to do equipment.
To teach teamwork. To set standards of out why, where, and workmanship. To teach safety procedures. Builds 1. Enable learning 2. Requires large A method of 2. To teach operation or evaluation. Reduces 3. Requires more to perform under equipment. To teach team skills waste. To teach safety 4. To develop and 1. Help trainers to 1. Unfamiliarity in express imaginative draw breath. Gauge the mood 2. Time required. Stimulate thinking.
Need for group some discussion. Change pace of discussion. Encourage participants to reflect what was learnt. Discover new ideas, 1.
Leads to a very 1. It takes time thoughts and responses animated and particularly if it is a very quickly. More reserved 2. May consume a lot participants feel of material e. Requires high level facilitation skills. Exploring and 1. Good 1. Participants might improving interviewing energizers. Promotes 2. May not work with examining complexities empathy of trainees who do not and potential conflicts of trainees for other know each other well.
To consolidate 3. Encourages different lessons in one creativity in setting. Styles of Teaching No two teachers are alike, and any teacher with classroom teaching experience will agree that their style of teaching is uniquely their own. An effective teaching style engages students in the learning process and helps them develop critical thinking skills.
The following list of teaching styles highlights the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each respective teaching method. Authority, or lecture style The authority model is teacher-centered and frequently entails lengthy lecture sessions or one-way presentations.
Students are expected to take notes or absorb information. The pure lecture style is most suitable for subjects like history that necessitate memorization of key facts, dates, names, etc. Demonstrator, or coach style The demonstrator retains the formal authority role while allowing teachers to demonstrate their expertise by showing students what they need to know.
Facilitator, or activity style Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization. Delegator, or group style The delegator style is best-suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.
Here is a recap from the list of teaching methods described earlier. Theoretically, the more teachers emphasize student- centric learning the harder it is to develop a well-focused style based on their personal attributes, strengths and goals.
Here are some other factors to consider as teachers determine the best teaching method for their students. Critics of this traditional approach to teaching insist this teaching style is outmoded and needs to be updated for the diverse 21st- century classroom. Active vs. Knowledge vs. This stands in contrast to passive learning, which typically entails memorizing facts, or information, with the short-term objective of scoring well on tests.
The alternative is to wait for test results, only to discover knowledge gaps that should have been detected during the active learning phase. Constructivist teaching methods: Contemporary teaching styles tend to be group focused and inquiry driven. Constructivist teaching methods embrace subsets of alternative teaching styles, including modeling, coaching, and test preparation through rubrics scaffolding.
All of these are designed to promote student participation and necessitate a hybrid approach to teaching. However, differentiated instruction demands that teachers finesse their style to accommodate the diverse needs of 21st-century classrooms. Lecture by teacher and what else can you do! Class discussion conducted by teacher and what else! Recitation oral questions by teacher answered orally by students then what! Discussion groups conducted by selected student chairpersons yes, and what else!
Lecture-demonstration by teacher and then what other techniques! Lecture-demonstration by another instructor s from a special field guest speaker 7. Presentation by a panel of instructors or students 8.
Presentations by student panels from the class: class invited to participate 9. Student reports by individuals Student-group reports by committees from the class Debate informal on current issues by students from class Class discussions conducted by a student or student committee Forums Bulletin boards Small groups such as task oriented, discussion, Socratic Choral speaking Collecting Textbook assignments Reading assignments in journals, monographs, etc.
Reading assignments in supplementary books Assignment to outline portions of the textbook Assignment to outline certain supplementary readings Debates formal Crossword puzzles Cooking foods of places studied Construction of vocabulary lists Vocabulary drills Diaries Dances of places or periods studied Construction of summaries by students Dressing dolls Required term paper Panel discussion Biographical reports given by students Reports on published research studies and experiments by students Library research on topics or problems Written book reports by students Flags Jigsaw puzzle maps Hall of Fame by topic or era military or political leaders, heroes Flannel boards Use of pretest Gaming and simulation Flash cards Flowcharts Interviews Maps, transparencies, globes Mobiles Audio-tutorial lessons individualized instruction Models Music Field trips Drama, role playing Open textbook study Committee projects—small groups Notebook Murals and montages Class projects Individual projects Quiz down gaming Modelling in various media Pen pals Photographs Laboratory experiments performed by more than two students working together Use of dramatization, skits, plays Making of posters by students Students drawing pictures or cartoons vividly portray principles or facts Problem solving or case studies Puppets Use of chalkboard by instructor as aid in teaching Use of diagrams, tables, graphs, and charts by instructor in teaching Use of exhibits and displays by instructor Reproductions Construction of exhibits and displays by students Use of slides Use of filmstrips Use of motion pictures, educational films, videotapes Use of theatre motion pictures Use of recordings Use of radio programs Use of television Role playing Save my name, email, and website in this browser for the next time I comment.
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