Strategies applied to teach English pedagogy courses to pre-service teachers in B.Ed. (Hons.) in Karachi, Sindh: A single case-study design
Date of Award
12-26-2023
Document Type
Dissertation
Degree Name
Master of Philosophy in Education
First Supervisor/Advisor
Dr Meher Rizvi
Department
Institute for Educational Development, Karachi
Abstract
Effective language teaching strategies are considered central to language learning which include task-based teaching strategies and learner-centered approaches. To foster a language-learning environment in the class, it is imperative to train teachers in advanced pedagogies and teaching strategies. In Pakistan, prospective teachers are trained through B.Ed. (Hons.) program but there is limited knowledge available related to the pedagogies used in these programs. Therefore, this study was conducted to identify the strategies applied by Teacher Educators (TE) in B.Ed. (Hons.) classes to teach English Pedagogy courses to Pre-Service Teachers (PSTs), and to seek perceptions of PSTs about applying learned strategies from B.Ed. (Hons.) in English as Second Language (ESL) classrooms. A qualitative case study method was employed, in which the process of teaching and learning English Pedagogy courses in a teacher education college was identified as a typical single case. Data were collected through observations and semi-structured interviews. One TE and four PSTs were selected purposively. Data were analyzed thematically. The findings revealed that TE used learner-centered approaches such as modeling, micro-teaching, lesson planning, and presentations to teach the course. These approaches not only contributed to boosting the self-efficacy of PSTs to apply learner-centered strategies in the classroom, but they also contributed to the formation of their teaching philosophies. However, a major limitation in applying a learner-centered approach in ESL classrooms persists due to the differences between the contexts of higher education classes and ESL classrooms. This study contributes towards filling the existing gap in theory and practice that it is not only the teacher-centered practices of TEs that become a reason for ineffective language teaching practices in schools but the difference in context that leads PSTs and novice teachers to abandon the ideal language teaching practices.
Recommended Citation
Khowaja, D. (2023). Strategies applied to teach English pedagogy courses to pre-service teachers in B.Ed. (Hons.) in Karachi, Sindh: A single case-study design [MPhil Dissertation]. Aga Khan University.