Analysis of Pedagogy of Teacher's Capability to Transform Knowledge Into Practice Using Fuzzy Logic

Analysis of Pedagogy of Teacher's Capability to Transform Knowledge Into Practice Using Fuzzy Logic

Jagmohan Mago, Dinesh Kumar
Copyright: © 2019 |Pages: 18
DOI: 10.4018/IJFSA.2019040102
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Current literature and common practices suggest that there is no consistent method available to analyze the performance of teachers. Due to its inherent vagueness and uncertainty, this article analyzes the effectiveness of a teacher depending upon various factors using fuzzy logic. It explains various parameters influencing professional, interpersonal and personal behavior of teachers. Secondly, a fuzzy inference mechanism is developed to decide the possible quality of teachers. The article concludes by observing that the proposed fuzzy logic based system is consistent with that judged by the experts and can be used to predict the possible quality of teachers.
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1. Introduction

Sustainable development of any country is possible only if the education provided is of very high quality and to achieve this objective, comprehensive development of teachers needs to be reviewed from time to time. The comprehensive development of an academician is examined and presented in the literature in various forms. The comprehensive development is about academicians understanding, understanding how to learn, and transforming knowledge into practice for promoting students’ development (Avalos, 2011). There is thus a constant need to analyze, discuss and study the educational requirements of varied student groups, the expectations of the prevailing education systems, the working conditions for the teachers and the opportunities to learn.

It has been found in literature that improvement in the academic gains of the students is possible only through the development of teacher quality (Alderman 1997; Darling-Hammond, Chung, & Frelow, 2002; Kyriakides, Creemers, & Antoniou 2009). (Avalos, 2011) Reviewed publications in Teaching and Teacher Education over ten years (2000-2010) on teacher professional development and found that teacher learning and development is a complex process that combines together a lot of diverse fields. It is distinguished by an equally significant set of parameters and at the core of the process, teachers are considered to be both the objects and subjects of teaching and learning. (Ingvarson & Rowe, 2008) found that the teachers are the most valuable resource for any institution and there is an urgent need for both a meaningful and practical refocuses on the capacity building in teacher professionalism and its assessment in terms of teaching levels related to what academicians should know and be competent enough to deliver. (Kington, Sammons, Day & Regan, 2011) suggested a way of integrating both qualitative and quantitative approaches to provide an inclusive methodology for researchers to analyze the effectiveness of teachers in the classroom. (Amin & Khan, 2009) explained the step by step method to acquire knowledge to evaluate the performance of teachers using questionnaire as a knowledge acquisition tool. (Sanders, Wright & Horn, 1997) designed the Tennessee Value-Added Assessment System (TVAAS) using statistical mixed-model methodologies for analyzing student achievements and found that the quality of the teacher makes a sizeable difference. (Hanushek, & Rivkin, 2006) reviewed the research on teacher labor market and explained the relationship between the salary of a teacher and the quality of instructions delivered by the teacher. It also studied the importance of teacher quality in determination of student’s achievement. The findings were further applied to the comparison between policies for hiring the teachers while entering into teaching profession and policies that provide performance incentives for teachers and administrators. (Kauchak & Eggen, 1993) covered two areas in education. Firstly, the impact of effective teaching on the learning was based on various topics such as thinking of student and teacher, constructive views of learning, teaching for understanding and the value of social interaction in learning. Secondly, teaching methodology was taken into consideration. This phase explained how to improve and expand the technique to deliver the knowledge to the students.

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