Traditional Teaching Pedagogy: Student vs.Teacher Centric

Traditional Teaching Pedagogy: Student vs.Teacher Centric

Bhagwati Charan Patel (Shri Shankaracharya Group of Institutions, Bhilai, India), Naveen Goel (Shri Shankaracharya Group of Institutions, Bhilai, India) and Kusumanjali Deshmukh (Government Naveen College, Bhilai, India)
DOI: 10.4018/978-1-7998-4784-7.ch004
OnDemand PDF Download:
Available
$37.50
No Current Special Offers
TOTAL SAVINGS: $37.50

Abstract

In recent decades, education systems have become challenging tasks. However, in the era of globalization, educational systems have to found a new approach of teaching and learning towards a more active and productive education. This chapter covers conventional teaching approach paradigm, which is teacher-centric, and a new paradigm, which is student-centric. In teacher-centric methods, teachers play significant roles in the learning process. Teachers are source of knowledge providers, facilitator, or evaluator to observe students to acquire the correct answers, yet students are considered as learners who passively receive information. In contrast, in the student-centric methods, students play a vital role in their learning course and resolve how to accomplish their required learning outcomes on their own. They also figure out their facts and are allowed to think critically. This chapter finds that this new paradigm could develop more active learners who have acquired the skills of problem solving, independent thinking, and autonomous learning.
Chapter Preview
Top

4.1 Introduction

In the past decade, our educational system depends on improving methods in teaching and learning which is completely depends on teachers’ instructions. However, in the era of modernization, our educational system requires a new approach of teaching and learning at each and every level to support more dynamic and constructive education. Learning is the process of gathering and attaining novel or adapting present knowledge, skill, value and behaviour which may come to change in information, knowledge and experiences. In learning process four components are involve, they are teacher, students, curriculum and instructional material and infrastructure. Teaching is basically a process of interacting and engaging students in activity that will enable them to acquire the knowledge, skill as well as worthwhile values and attitudes (Barr & Tagg, 1995; Brown, 2008). Good teaching must be well planned, where all such events are interrelated to each other. It also gives experience of good learning or circumstances that will ensure the proper understanding of things, used of application and thinking of critical situation. Teaching method is group of principles, ideas, or belief centered on the learning which must be converted into our classroom. A class consist of set of students where almost of the similar oldness are managed and controlled by a teacher in a classroom (Collins & O’Brien, 2003). Usually teacher teaches in class room, matter from a subject with a fixed period of interval, thus we can say class room teaching consist of three aspects subject, teacher and students. The main aim of this teaching learning process is to empower the students, to obtain the knowledge and easily know the concept imparted in the classroom. Every student is dissimilar from another, they have their own ways of learning and understanding capacity. So, it is most challenging task to deliver or understand the concept in a class room. in single method or way. Single ways of teaching cannot be much effective for learning process to the each and every student in classroom. Teacher must have to adopt various teaching and learning process to understand the each and every student. Teaching approach consist of plan, implement and evaluation. We do evaluation after feedback and then re-plan the things. In planning phase includes, decision should be according to need of the learner, goal should be achieved, content selection and inspiration to bring out the goal. Implementation phase must have to place the diverse events to attain the objective. It also characterizes the work completed to achieve the need of the scope of work (Cornelius-White, 2007; Kasim, 2014; Liu et al., 2006). In evaluation phase objective with learning outcomes will be matched. Teaching is basically divided into three stages, that are:

  • Pre active stage: In this phase, we fix up the goals and decide which content matters is to be taken and then decide which kinds of strategies will be applied.

  • Interactive Stage: We diagnose the need of the learners and then act according to that and reaction come according to our action.

  • Post active stage: in this stage the things which have been taught are tested through evaluation devices are used and then feedback and testing is done.

Complete Chapter List

Search this Book:
Reset