Exploring the Classroom Teaching Practices of Trained and Untrained Teachers: A Situational Analysis Study for Provision of Streamline to Identify the Natural and Teachable Pedagogical Competencies of Teachers

The study was conducted to explore the classroom teaching practices of trained and untrained teachers. The study was analyzed the pedagogies and pedagogical competencies of trained and untrained teachers used in their classroom teaching practices. The main purpose of the study was to investigate the range of pedagogies and pedagogical competencies of the teachers, which were used in classroom teaching practices both by trained and untrained teachers. The study was helpful for provision of streamline to identify the natural and teachable pedagogical competencies of the teachers. The exploratory sequential mixed method design was used to collect the data. The exploratory sequential mixed method design collects qualitative data first which were followed by quantitative data. For qualitative portion, the content analysis were made from the literature while for quantitative portion the observation on structured check list was used to determine the pedagogies used by trained and untrained teachers in classroom practices. A sample of 208 teachers (104 trained and 104 untrained teachers) was selected from population for quantitative portion of the study. Three consecutive observations were made for each teacher. After analysis the both qualitative and quantitative data, it was found that both trained and untrained teachers were used traditional methods in classroom practices instead of innovative teaching methods and techniques. From the results, it was concluded that both teachers were not aware about innovative teaching methods and competencies. Instead of professional training, the trained teachers’ pedagogies and their relevant competencies were ineffective in bringing desired change among students. The result of the study concluded and recommended that there is need to conduct the focused training of the teachers. Focused training comprised on competence-based training. For focused training, teacher trainings must understand the differences in pedagogies and pedagogical competencies of the teachers, which have been obtained (naturally developed) and have not been obtained (Teachable/only developed through training) by teachers.