MODERN TRENDS IN PEDAGOGICAL PRACTICES FOR TEACHER EDUCATIONAL INSTITUTIONS
Keywords:
Innovative Practices, Pedagogical Issues, Child Centered and Joyful Learning, Teacher EducationAbstract
Liberalization, Privatization, Globalization and Digitalization in Education has influenced our educational system in a paradigm way. Teaching learning process, the nucleus of entire education system has also been effected in the same manner. Today’s teaching strategies are not only confined to the product aspect but also majority of instructional system is fully governed by pedagogical aspects which is nothing but process of learning. In this investigation we are to explore the modern Pedagogical issues which may be practiced in our regular class room instruction in order to achieve better learning outcome.
References
I. Afflerbach, P., Pearson, P. D., Paris, S. H. (2008).Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
II. Agnew, P. W., Kellerman, A. S. & Meyer, J. (1996).Multimedia in the Classroom, Boston: Allyn and Bacon.
III. Allen, D.W, Ryan, K.A. (1969). Microteaching: Reading. Massachusetts: Addison-Wesley Publishing Company.
IV. Barak, M. (2007.Transition from traditional to ICT enhanced learning environments in undergraduate courses. Computers and Education, 48, 30-33.
V. Boud, D. &Feletti, G. (1999).The Challenge of Problem-Based Learning, (2nd Ed.), London: Kogan.
VI. Boyson, G., (2009) ‘The Use of Mind Mapping in Teaching and Learning’. The Learning Institute, Assignment 3.
VII. Bransford, J.D. & Stein, B.S. (1993). The Ideal problem solver (2nd Ed). New York: Freeman,.
VIII. Bransford, J.D. et al. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Sprio (Eds), Cognition, education and multimedia. Hillsdale, NJ: Erlbaum Associates.
IX. Bransford, J. D, Brown A. L. and Cocking R. R. (ed). (2000). How People Learn: Brain, Mind, Experience and School. Washington D.C.: National Academy Press. 3-23.
X. Cropley, A. (2006). In Praise of Convergent Thinking. Creativity Research Journal,18 (3), 391-404.
XI. Govt. of India, Ministry of Education, New Delhi, Report of the Indian Education Commission (1964-66).
XII. Grewal, J.S., Singh, R. P. (1979). “A Comparative Study of the Effects of Standard MT With Varied Set of Skills Upon General Teaching Competence and Attitudes of Pre-service Secondary School Teachers.” In DAS, R.C., (ed.) Differential Effectiveness of MT Components, New Delhi, NCERT.
XIII. Guilford, J. P. (1950). Creativity. American Psychologist, 5,444–454.
XIV. Harper, G. F. & Maheady, L. (2007). Peer-mediated teaching and students with learning disabilities. Intervention in School and Clinic,43,101107. doi: 10.1177/10534512070430020101
XV. Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction,New York, pp. 23-69.
XVI. Hills, G. (2003). Warning: Keep Chemistry in Context. Education in chemistry, 40(3), 84-86.
XVII. Hofstetter, F. T. (1995). Multimedia Literacy, New York: McGraw-Hill.
XVIII. Jaramillo, J. (1996). Vygotsky’s socio-cultural theory and contributions to the development of constructivist curricula. Education,117(1), 133-140.
XIX. Johnstone, A.H., & Otis, K.H. (2006). Concept mapping in problem-based learning: A cautionary tale. Chemistry Education Research and Practice, 7, 84-95.
XX. Jonassen, D. H., Peck, K. L., and Wilson, B. G. (1999). Learning with Technology: A Constructivist Perspective, New Jersey: Merrill/Prentice Hall.
XXI. Krause, K. (2007). Beyond classroom walls: Students’ out-of-class activities and implications for teaching and learning. Nagoya Journal of Higher Education, 7, 301-318
XXII. Kunsch, C. A., Jitendra, A. K., &Sood, S. (2007). The effects of peer-mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research and Practice, 22, 112. doi:10.1111/j.15405826.2007.00226.x.
XXIII. Lindstrom, R. (1994). The Business Week Guide to Multimedia Presentations: Create Dynamic Presentations That Inspire, New York: McGraw-Hill.
XXIV. Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education,22, 415.
XXV. Mastropieri, M. A., & Scruggs, T. E. (1998). Constructing more meaningful relationships in the classroom: Mnemonic research into practice. Learning Disabilities Research & Practice, 13, 138-145.
XXVI. Mastropieri, M. A., & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction, (3rd Ed.) Upper Saddle River, NJ: Merrill/Prentice Hall. pp.178-185.
XXVII. McKenzie, J. (2000). Scaffolding for Success. [Electronic version] Beyond Technology, Questioning, Research and the Information Literate School Community, from http://fno.org/dec99/scaffold.html
XXVIII. Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63, 81-97.
XXIX. Ng, K. H. & Komiya, R. (2000). Introduction of Intelligent Interface to Virtual Learning Environment. Paper presented at the Multimedia University International Symposium on Information and Communication Technologies (M2USIC’2000), October 5-6, 2000, Petaling Jaya, Malaysia.
XXX. Nagel, D. R., Schumaker, J. B. & Deshler, D. D.(1986). The FIRST-letter mnemonic strategy. Lawrence, KS: EXCELL enterprises.
XXXI. National Curriculum frame Work for Teacher Education (2009). NCERT, New Delhi.
XXXII. National Curriculum frame Work (2005). NCERT, New Delhi.
XXXIII. Passi, B.K.(1976). Becoming Better Teachers. Baroda: Centre for Advanced Study in Education, M. S. University of Baroda.
XXXIV. Schumaker, J. B.,Bulgren, J. A., Deshler, D. D.& Lenz, B. K. (1998). The recall enhancement routine. Lawrence, KS: The University of Kansas.
XXXV. Scruggs, T. E. and Mastropieri, M. A.(1992). Classroom applications of mnemonic instruction: Acquisition, maintenance and generalization. Exceptional Children, 58, 219-229.
XXXVI. Smilovitz, R. (1996). If not now when?: Education not schooling. Morris Publishing: Kearney.
XXXVII. Strategies of Divergent Thinking. Retrieved from University of Washington website. http://faculty.washington.edu/ezent/imdt.htm.
XXXVIII. Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.