The document discusses the concept of pedagogy, emphasizing the teacher's role in facilitating student learning by building on prior knowledge and employing various teaching methodologies, such as project-based and inquiry-based learning. It highlights the importance of pedagogy in improving teaching quality and creating an engaging, inclusive educational environment. Additionally, the document outlines the historical context and policy developments in education, including national conferences and educational reforms focused on enhancing teacher training and curriculum development.

1. PEDAGOGICAL STUDIES
INTRODUCTION AND METHODOLOGY :
By
D. Gowthami (23EG201A04)
R. Nikitha (22EG201A03)

2. INTRODUCTION
What Is The Concept Of Pedagogy?
 The concept of pedagogy refers to how educators take full responsibility for the student
learning experience. The teacher builds on the student’s prior knowledge to help them
develop skills and knowledge.
 The goal of the pedagogy concept is for teachers to assist students in understanding the
subject being taught by first understanding how the students themselves learn. The educator
establishes the learning pace by breaking the subject down into small units (topics) and
evaluates their progress with critical thinking assessments.
 After completing the educator’s curriculum and passing the assessment, students can
progress to a more advanced version of the subject.

3. Why Is Pedagogy Important In
Teaching?
Improves the Quality of Teaching.
Encourage Cooperative Learning Environment.
Eliminates Monotonous Learning.
Eliminates Monotonous Learning.
Inclusive Teaching Approach.
Improves Teacher-Student Communication.

4. METHODOLOGY
 The methodology of pedagogical science defines the systematic study of theories and
methods to understand and promote the educational process.
• Instructor presenting information to a large group of students
Lecture Method
• Teachers facilitste discussions among students encouraging them to
share their ideas,ask questions and engage in critical thinking
Discussion-Based Teaching
• PBL is a student centered method that presents learners with real world
problems to solve
Project-Based Learning (PBL)
• PBL involves students working on projects that are both meaningful and
engaging
Problem-Based Learning (PBL)

5. • students learn new content at home through online resources or videos and
then engage in active, discussion-based activities in the classroom.
Flipped Classroom
• small groups of students working together to complete tasks or projects
Cooperative Learning:
• Instructor presenting information to a large group of students.
Socratic Method
• creating scenarios or simulations that allow students to apply theoretical
knowledge in practical situations.
Simulation & Role-Playing
• students teaching their peers, reinforcing their own understanding of the
material
Peer Teaching Assessment
• Visual tools like mind maps and concept maps help students organize
information and make connections between concepts, aiding in
understanding complex topics .
Mind Mapping Concept

6. RATIONALE OF PEDAGOGY
 Constructivist
In this approach, the students are allowed to be present in the process of understanding and
gaining knowledge rather than just passively receiving information. This encourages critical
thinking among the students and gives a learning environment in which they can connect with
what they are hearing
 Collaborative
Here, the students form groups of learners that learn together and work to solve a problem,
build strategies, ideas, create products or complete a task. This is a joint intellectual effort by
the students among themselves or with the help of the teachers.

7.  Integrative
For the integrative approach, the students are given a learning environment that helps them
connect with their learning across the syllabus. The four objectives of integration include-
Understanding the process of learning
Differentiating issues by relevance
Making use of the lessons in practical scenarios
Associating the concepts in regular lives
 Reflective
As per the reflective approach, the students are expected to evaluate themselves. It means
observing the activities of the teachers and other students in the classroom and analyzing
why they do it and how it works.
 Inquiry-Based Learning
In the inquiry-based learning method, the educators are expected to not just answer the
queries of the students, but also build a culture where their ideas are explored, challenged,
improved, and refined. It aims to take the students from the position of wondering about a
question to understanding the answer and then questioning it further.

8. POLICY BACKGROUND
 National Education Conference 1947
The first National Education Conference was held at Karachi from November 27th to December
1st, 1947. the Education Minister of the country proposed three dimensions of education, i.e.
spiritual, social and vocational. The report recommended the following stages for the execution
of a programme of adult education.
The first five years were to be devoted to Planning, Recruitment Of Teachers, and Training.
 National Education Policy (1998- 2010)
The Prime Minister advised the Ministry of Education to design a new Education Policy in
January 1998. The first revised draft was submitted to the Cabinet on 18 February 1998. The
Policy was announced in March 1998. One of the Major objectives of the National Education
Policy related to teacher education were
i. To make curriculum development a continuous process.
ii. To introduce in-service training programs for the betterment of education

9.  Education Sector Reforms (2005- 2010)
This originated from the policy of 1998-2010 and focuses on development of human
resources. The major thrust areas of ESR are: Improving all aspects in quality
education, Introduction of new educational curricula, Development of training learning
resources and materials, A Bachelor degree, with a B.Ed, shall be the minimum
requirement for teaching at the elementary level.

10. CONCEPTUAL FRAMEWORK AND TERMINOLOGY
 A Conceptual Framework is a guide for how a teacher education program is planned and
organized. A coherent conceptual framework is a program’s platform, summarizing its
philosophical views of the roles of teaching and learning, and its essential understanding of
how students become teachers.
 The framework identifies for faculty, staff and students the core values that we share as a
community. These core values—Commitment, Holism, Experience, Collaboration and
Knowledge—are meaningfully integrated into all teacher education coursework, service
learning and practice teaching experiences.

11. 1. Learner Type by teacher-dependence
i. T learners – teacher-driven learners
ii. G learners- Learners guided by a teacher
iii. I-learners- Independent, self-driven learners
2. Learner Type by the amount of e-learning in the total amount of activities
The following learner types are defined by ICT presence and by amount of e-learning in the total
amount of activities (regardless of T-, G-, or I-learners)
i. E-learning
Learning is essentially electronic, using computers, especially online. Use of ICTs.
ii. Hybrid learning
Some, but not all, activities are done with computers. Some, but not all computer activities may
be done online. E-learning and m-learning (mobile devices), interactive whiteboards (and other
devices, like tablets) are possible components of a course that mostly displays a variety of
resources and modes of interaction. Many traditional face-to-face courses are going in this
direction as they gradually incorporate more and more ICT, CALL, etc.

12. iii. No E-learning
All learning activities make very little or no use of computers. Nothing is done online. Book-based
learning is a prime example. The important point here is that this scenario could include some
instances of face-to-face (i.e. classroom T-learners); however, it also includes teach-yourself
textbooks (i.e. I-learning).

14. Teaching and learning:
• Lifelong Learners
• Understanding and application of knowledge, concepts and processes while learning is the
acquisition of knowledge or skills through study, experience, or being taught.
Assessment:
• Learning is being
• Learning is individual sense-making
• Learning is building knowledge as part of doing things with others.
Subject matter:
• The information or ideas that are discussed or dealt with in a book, movie, etc.; what something
is about
K-12 learning:
• K-12 education is the foundation of a student's academic career. It provides the basic
knowledge and skills necessary for success in college and the workplace.

15. Conclusion
In this way, the well-thought, modern-day pedagogy is a complete interrelation, of the
concepts and ideas, with the ways of teaching the students. It also indicates that these
practices have direct involvement with the student's achievements, results, and skills
developed after following the approach.