PEDAGOGICAL STUDIES

INTRODUCTION AND METHODOLOGY :

PEDAGOGY

By
D. Gowthami (23EG201A04)
R. Nikitha (22EG201A03)
INTRODUCTION

What Is The Concept Of Pedagogy?

 The concept of pedagogy refers to how educators take full responsibility for the student learning
experience. The teacher builds on the student’s prior knowledge to help them develop skills and
knowledge.
 The goal of the pedagogy concept is for teachers to assist students in understanding the subject being
taught by first understanding how the students themselves learn. The educator establishes the learning
pace by breaking the subject down into small units (topics) and evaluates their progress with critical
thinking assessments.
 After completing the educator’s curriculum and passing the assessment, students can progress to a
more advanced version of the subject.
Why Is Pedagogy Important In
Teaching?

Improves the Quality of Teaching.

Encourage Cooperative Learning Environment.

Eliminates Monotonous Learning.

Eliminates Monotonous Learning.

Inclusive Teaching Approach.

Improves Teacher-Student Communication.

 METHODOLOGY
 The methodology of pedagogical science defines the systematic study of theories and methods to
understand and promote the educational process.
Lecture Method
• Instructor presenting information to a large group of students

Discussion-Based Teaching
• Teachers facilitste discussions among students encouraging them to share their
ideas,ask questions and engage in critical thinking
Project-Based Learning (PBL)
• PBL is a student centered method that presents learners with real world
problems to solve
Problem-Based Learning (PBL)
• PBL involves students working on projects that are both meaningful and
engaging
Flipped Classroom
• students learn new content at home through online resources or videos and then
engage in active, discussion-based activities in the classroom.
Cooperative Learning:
• small groups of students working together to complete tasks or projects
Socratic Method
• Instructor presenting information to a large group of students.
Simulation & Role-Playing
• creating scenarios or simulations that allow students to apply theoretical knowledge
in practical situations.
Peer Teaching Assessment
• students teaching their peers, reinforcing their own understanding of the material
Mind Mapping Concept
• Visual tools like mind maps and concept maps help students organize information
and make connections between concepts, aiding in understanding complex topics .
RATIONALE OF PEDAGOGY

 Constructivist
In this approach, the students are allowed to be present in the process of understanding and gaining
knowledge rather than just passively receiving information. This encourages critical thinking among
the students and gives a learning environment in which they can connect with what they are hearing
 Collaborative
Here, the students form groups of learners that learn together and work to solve a problem, build
strategies, ideas, create products or complete a task. This is a joint intellectual effort by the students
among themselves or with the help of the teachers.
 Integrative
For the integrative approach, the students are given a learning environment that helps them connect
with their learning across the syllabus. The four objectives of integration include-
Understanding the process of learning
Differentiating issues by relevance
Making use of the lessons in practical scenarios
Associating the concepts in regular lives
 Reflective
As per the reflective approach, the students are expected to evaluate themselves. It means observing
the activities of the teachers and other students in the classroom and analyzing why they do it and how
it works.
 Inquiry-Based Learning
In the inquiry-based learning method, the educators are expected to not just answer the queries of the
students, but also build a culture where their ideas are explored, challenged, improved, and refined. It
aims to take the students from the position of wondering about a question to understanding the answer
and then questioning it further.
POLICY BACKGROUND

 National Education Conference 1947

The first National Education Conference was held at Karachi from November 27th to December 1st, 1947.
the Education Minister of the country proposed three dimensions of education, i.e. spiritual, social and
vocational. The report recommended the following stages for the execution of a programme of adult
education.
The first five years were to be devoted to Planning, Recruitment Of Teachers, and Training.
 National Education Policy (1998- 2010)

The Prime Minister advised the Ministry of Education to design a new Education Policy in January 1998.
The first revised draft was submitted to the Cabinet on 18 February 1998. The Policy was announced in
March 1998. One of the Major objectives of the National Education Policy related to teacher education were
i. To make curriculum development a continuous process.
ii. To introduce in-service training programs for the betterment of education
 Education Sector Reforms (2005- 2010)

This originated from the policy of 1998-2010 and focuses on development of human
resources. The major thrust areas of ESR are: Improving all aspects in quality education,
Introduction of new educational curricula, Development of training learning resources and
materials, A Bachelor degree, with a B.Ed, shall be the minimum requirement for teaching at
the elementary level.
CONCEPTUAL FRAMEWORK AND TERMINOLOGY

 A Conceptual Framework is a guide for how a teacher education program is planned and organized. A
coherent conceptual framework is a program’s platform, summarizing its philosophical views of the
roles of teaching and learning, and its essential understanding of how students become teachers.
 The framework identifies for faculty, staff and students the core values that we share as a community.
These core values—Commitment, Holism, Experience, Collaboration and Knowledge—are
meaningfully integrated into all teacher education coursework, service learning and practice teaching
experiences.
1. Learner Type by teacher-dependence
i. T learners – teacher-driven learners
ii. G learners- Learners guided by a teacher
iii. I-learners- Independent, self-driven learners
2. Learner Type by the amount of e-learning in the total amount of activities
The following learner types are defined by ICT presence and by amount of e-learning in the total amount
of activities (regardless of T-, G-, or I-learners)
iv. E-learning
Learning is essentially electronic, using computers, especially online. Use of ICTs.
ii. Hybrid learning
Some, but not all, activities are done with computers. Some, but not all computer activities may be done
online. E-learning and m-learning (mobile devices), interactive whiteboards (and other devices, like
tablets) are possible components of a course that mostly displays a variety of resources and modes of
interaction. Many traditional face-to-face courses are going in this direction as they gradually incorporate
more and more ICT, CALL, etc.
iii. No E-learning
All learning activities make very little or no use of computers. Nothing is done online. Book-based learning
is a prime example. The important point here is that this scenario could include some instances of face-to-
face (i.e. classroom T-learners); however, it also includes teach-yourself textbooks (i.e. I-learning).
Teaching and learning:
• Lifelong Learners
• Understanding and application of knowledge, concepts and processes while learning is the acquisition of
knowledge or skills through study, experience, or being taught.

Assessment:
• Learning is being
• Learning is individual sense-making
• Learning is building knowledge as part of doing things with others.

Subject matter:
• The information or ideas that are discussed or dealt with in a book, movie, etc.; what something is about

K-12 learning:
• K-12 education is the foundation of a student's academic career. It provides the basic knowledge and
skills necessary for success in college and the workplace.
Conclusion

In this way, the well-thought, modern-day pedagogy is a complete interrelation, of the concepts and
ideas, with the ways of teaching the students. It also indicates that these practices have direct
involvement with the student's achievements, results, and skills developed after following the
approach.