Study of Present Condition of Pedagogical Analysis in Actual Teaching Practices
The novice teachers have little or no teaching experiences. In order to make their teaching as effective as the experienced teachers, can we think of some different plans and measures. The answers available in the technique developed by Lee Shulman(Shulman1963)called ‘Pedagogical Analysis’. The teacher needs to think and consider the teaching contents and use methods, models of teaching and instructional strategies that are highly appropriate to contents. For this, teachers need to process three types of comprehension ability - That is flexible, comprehension, reflection comprehension, and conceptual comprehension. (Bennet 1993) In teaching practice, Content-cum-Methodology (CCM) and Pedagogical Analysis (PA) have been the significant watch-words. // Especially, PA that prompts the teachers to concentrate on ‘What’, ‘Why’ and ‘How’ aspects of teaching contents, paves the way for quality learning-teaching process. (N.C.T.E.1978)This paper deals with the theoretical aspects of CCM and PA, and the research study related to PA. The theory in Section I, serves as the periodic reminder and recapitulation of CCM and PA. It briefly deals with the concepts of CCM and PA, and steps in PA procedure. It also indicates how in PA, teacher-centered teaching practice could be transformed into the pupil-centered practice. Finally, it shows how the Models, the Methods and Micro Skills of teaching could be amicably integrated. Section II briefly describes a PA-related research study and its conclusions. The quantified research data proves that the pre-teaching and initial teaching preparations and the application of the entire PA in the school-level teaching practice is far from being satisfactory. It also reveals that the teaching practitioners need CCM and PA orientation courses and training; and inspiration for their meticulous implementation. // / Paper ID 3
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