Teacher education
Teacher education still uses traditional methods to plan preservice teachers. Teachers that it is failing to address the new challenges beginning teachers will face in the 21st century. Universally, beginning teachers are inundated with the same responsibilities and workload as the more qualified and experienced teachers. They also have to struggle with some challenging students. Preservice teachers will enter the classroom that is now unpredictable and complex. Preservice teachers will also be pushed into a fast-paced teaching environment that is continuously changing and evolving; If preservice teachers are continually being using conventional pedagogies, that are more outcome-based, with a focus on teaching vs learning. There is a chance it will give growth to a theory to practice gap. Methods and knowledge of education are valued for their capability to allow preservice teachers to be effective teachers in their own classrooms. However, if theories of education are viewed as separate from practice, then preservice teachers will observe a misalignment from the approach to practice relationship and be ignorant about how the current theories affect their everyday teaching responsibilities.
There is a trend for teacher education to be somewhat separated from the realities of real teaching, and this could further increase the practice to the theory gap. The use of stories in narrative pedagogy can bridge the practice-theory gap as the dynamic interaction between learners during the narration or storytelling enables them to “live in a present extended moment where past and future events are transformed in the here and now.” Narrative pedagogy is about the sharing of stories and then reacting to the stories being shared by others. Stories would allow the preservice teachers to undergo a lived experience of their companions and would allow the narrator and the listeners to classify the meanings within the story. At the same time, during the analysis and interpretation of the story, both the narrator and respondents would become more aware of their understandings of teaching. The use of stories in narrative pedagogy is not only a teaching strategy but also a way to promote thinking about the meanings of the educational contents being learned and their significance to teachers’ practice.
It is recognized that teachers make a variety in student learning. The way they develop relationships with classroom culture and the students that are promoted, and the learning projects that are selected all impact students’ motivation and engagement. These important pedagogic decisions are affected by many factors, as classrooms are multiple environments, with one adult teacher working with up to 30 young people of both members from a range of social and cultural backgrounds. This complexity rises, as the teacher’s classroom is one of many within a school organization that is training to meet the needs of students, parents, teachers, administrators and government departments
Five significant factors influence teachers’ pedagogical decisions: habitus, ontological security, teacher motivation, routinization, and time and place. These factors are not always possible to teachers resulting in unintended circumstances that produce unintended consequences, which may inhibit or improve student learning. Teachers’ awareness of these factors can enable them to recognize the unexpected conditions and make more effective pedagogical reasons.
The system of schemas and attitudes people use to understand their professional world. For teachers, these develop through educational experiences, teacher training programs, communication with colleagues and professional development. As with other aspects of life, teachers participate in professional social spaces, forming social groups around shared opinions and teaching practices, such as being a English teacher’s experience the environment school structure and students behaviour and mental level affect the pedagogical decisions of the teachers. The teacher considers all factors while talking there decisions story tell and performing an activity is the best technique in English drama class because ir involves students in class and students learn all story and them in a fun way but very attentively. Teaching and determining approaches/strategies decisions will usually include carefully designed individual learning activities, group work and whole-class instruction. The critical element is the quality of learner engagement and the opportunities provided for feedback between the learner and teacher to guide the next learning steps.
I’ll make sure to create this type of atmosphere while selecting my approach. Whole-class instruction can be a extremely effective instructional strategy if it includes discussion and learners have the chance to respond and contribute. I will apply assessment practices that regularly inform them whether learners are reaching their objectives. These assessment techniques also allow learners to understand where they are on their learning journey and how they can improve