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Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review

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Abstract
Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers’ pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher’s pedagogical beliefs. The study recommends that the teachers’ cognitions i.e., teachers’ pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.
Keywords
didactical strategies, teacher cognitions, pedagogical beliefs, initial teacher education

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Chicago
Shahzad, Abid Hussain, Irshad Hussain, Rafaquat Ali, Martin Valcke, and Khalid Khurshid. 2017. “Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs : a Theoretical Review.” Eurasia Journal of Mathematics Science and Technology Education 13 (10): 6583–6596.
APA
Shahzad, A. H., Hussain, I., Ali, R., Valcke, M., & Khurshid, K. (2017). Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 13(10), 6583–6596.
Vancouver
1.
Shahzad AH, Hussain I, Ali R, Valcke M, Khurshid K. Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION. Modestum Limited; 2017;13(10):6583–96.
MLA
Shahzad, Abid Hussain, Irshad Hussain, Rafaquat Ali, et al. “Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs : a Theoretical Review.” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION 13.10 (2017): 6583–6596. Print.
@article{8558528,
  abstract     = {Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers{\textquoteright} pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher{\textquoteright}s pedagogical beliefs. The study recommends that the teachers{\textquoteright} cognitions i.e., teachers{\textquoteright} pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.},
  author       = {Shahzad, Abid Hussain and Hussain, Irshad and Ali, Rafaquat and Valcke, Martin and Khurshid, Khalid},
  issn         = {1305-8215},
  journal      = {EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION},
  keyword      = {didactical strategies,teacher cognitions,pedagogical beliefs,initial teacher education},
  language     = {eng},
  number       = {10},
  pages        = {6583--6596},
  publisher    = {Modestum Limited},
  title        = {Typologies of didactical strategies and teachers{\textquoteright} pedagogical beliefs : a theoretical review},
  url          = {http://dx.doi.org/10.12973/ejmste/78159},
  volume       = {13},
  year         = {2017},
}

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