Document Type
Article
Department
Institute for Educational Development, Karachi
Abstract
This study examined the experiences of primary science teachers when they weThis study examined the experiences of primary science teachers when they were exposed to a new and innovative teaching strategy and the process that they followed in using the strategy in the class- room for the first time. Four primary science teachers, among the 22 participants of an 8-week Certificate in Education (Science) in Karachi, were observed and interviewed after the four-day teaching session where they were instructed how to use "Discrepant Events" to teach science content. Only the case of Farhana Batool, a teacher in a private school, is presented. Analysis shows that she went through at least three stages that were termed (a) "wow and vow" stage, (b) "muddling through" stage and (c) the "second thoughts" stage. The challenge for teacher educators is to design and implement teaching strategies where the teachers can undergo 2-3 cycles of the "muddling through" stage and to finally integrate these new ideas into their pre-workshop repertoire of teaching tools.
Publication (Name of Journal)
Science Education International
Recommended Citation
Halai, N.
(2006). Learning to use innovative pedagogy: The experience of a primary science teacher in Pakistan. Science Education International, 17(2), 123-132.
Available at:
https://ecommons.aku.edu/pakistan_ied_pdck/23
Included in
Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons