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Education in general and higher education in particular stands at the threshold of reformation with increasing calls for redress
and the ensuing policies in the local context. The wide array of problems, resulting from a large variety of sources, leaves
individuals as well as the organizations attempting this daunting feat simply wondering where to begin? This paper precisely
takes up this question, and identifies that the primary and immediate change is needed in the way teachers undertake
classroom teaching. Based on empirical evidence collected from teachers involved with tertiary education and a critical
review of the background literature related with effective instruction, a framework for training teachers is proposed in the
backdrop of increasing faculty training and development initiatives. The framework comprises two recommendations: first,
teachers need to be provided orientation towards the teaching process with its stages from start to end with a clear
understanding of the teacher and students’ roles; and second, they must be made to reflect upon their teaching philosophy
which governs and ultimately shapes their instructional input and decisions.
Sajida Zaki, Zaki Rashidi, Hina Hussain Kazmi. (2013) Improving Instructional Practices: Where to Begin?, Journal of Research and Reflections in Education, Volume 7, Issue 1.
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