Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs: A Theoretical Review
Abid Shahzad 1 * , Irshad Hussain 2, Rafaquat Ali 3, Martin Valcke 4, Khalid Khurshid 5
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1 Department of Education, The Islamia University of Bahawalpur, PAKISTAN2 Department of Educational Training, The Islamia University of Bahawalpur, PAKISTAN3 Department of Education, Bahawalnagar Campus, Bahawalnagar, The Islamia University of Bahawalpur, PAKISTAN4 Department of Educational Studies, Gent University, Ghent, BELGIUM5 Department of Education, Bahauddin Zakariya University Multan, PAKISTAN* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Literature Review

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 10, 6583-6596

https://doi.org/10.12973/ejmste/78159

Publication date: 02 Oct 2017

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Article Downloads: 1185

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