PEDAGOGICAL PRACTICES OF TEACHER-TRAINING INSTITUTIONS IN ODISHA
Keywords:Pedagogy, Classroom Transaction, Pedagogical Practices
The present study intends to explore the current pedagogical practices conducted in the teacher training institutions of Odisha. The study was conducted following the descriptive survey design. The samples of this study were selected through stratified random sampling technique and data were collected by employed self-made Questionnaire, Opinionnaire, and Observation Schedule as tools of data collection. The findings of the study depict that in many teacher education institutions the faculty members use self-prepared Power-Point Presentations (PPTs), downloaded videos, ready to use worksheets, and multimedia modules for the orientation lessons and theory teaching sessions and some teacher education institutions has introduced various techno-pedagogical skills to make innovations in teaching learning process such as introduction of constructivist approach, life skills, and multiple intelligence in the present teacher education institutions as almost all the teacher education institutions are still follows the conventional methods of teaching. Teacher educators were found to be using interactive methods, like, group discussion, doubt clearing sessions, role play, dramatization of events, and audio-visual aids related to the teaching of different components of theory papers. Skills that were found to be focused during practice teaching in schools were- framing objectives in lesson plans, conducting activities in classroom, use of Black Board, group work, confidence, voice modulation, dealing with students, and giving reinforcement in evaluation of practice teaching. Most of the institutions were found to be following Skill Based Teaching Practice based on micro-teaching to provide awareness to student teachers about teaching skills and their use in practical aspects of teaching learning in schools. It is found that the opinion of pupil-teachers towards current pedagogical practices not significantly differ the Male students from their counterpart Female students in the overall components.
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