Pedagogical approaches

The present study examined the major practices of the Pedagogical Approaches in Mathematics
Education. The present paper explores the responsibility of Mathematics Teachers & finds out the
problems and challenges to integration Mathematics and Pedagogical knowledge. In this article, the
researcher finds out the pedagogical outcomes in mathematics classrooms at school & college level.
This study tries to present the Pedagogical Approaches in the teaching-learning of mathematics class
in India as a shadow. The methodology of the study is a mixed type involving interpretative approach
where qualitative data were collected and study secondary sources, like books, articles, journal, thesis,
university news, expert opinion and websites etc. Finally, meaningful suggestions are offered.

With the implementation of the Philippine Professional Standards for Teachers, the utilization of pedagogical approaches as mandated by RA 10533 is expected to reflect in achieving the teaching standards. Content knowledge and pedagogy as its domain directly related to the utilization of strategies must blend with using 2C2I1R pedagogical approaches. The link between the teaching standards and mandated pedagogy must have been established for improved practice in teaching and to achieve better learning outcomes. With that, the researcher assessed the extent of utilization of pedagogical approaches and awareness of proficient teachers on content knowledge and pedagogical objectives of PPST. Likewise, the study identified the challenges in utilizing the constructivist, collaborative, inquiry-based, integrative, and reflective pedagogical approaches. The descriptive research design was employed in the study with a researcher-made questionnaire as a data-gathering tool with focus group discussion. Involved respondents were 237 school heads and 366 proficient teachers from public elementary schools. Findings revealed that in the utilization of pedagogical approaches, the constructivist assessment, organization of collaborative reflective groups, real-life inquiry activities, and integrative application were highly utilized but with deposition in using triangulation assessment and action research application. Content knowledge and pedagogical objectives dealing with the application of learners' background, vocabulary development, and creating classroom conditions for interaction were well-known by teachers with second thoughts on using contradictory points and creative thinking tools, and off-classroom activity. When grouped according to profile variables, there is a significant relationship between the highest educational attainment and the utilization of pedagogical approaches as well as awareness of content knowledge and pedagogy. Transmitting critical and creative thinking and systematic investigation and revitalizing reflection were the challenges in implementing 2C2I1R pedagogical approaches. Based on the results of the study, the researcher proposed a teacher's management guide considering the inquiry-based and reflective approaches and guidelines in attaining the PPST pedagogical objectives.

With the implementation of the Philippine Professional Standards for Teachers, the utilization of pedagogical approaches as mandated by RA 10533 is expected to reflect in achieving the teaching standards. Content knowledge and pedagogy as its domain directly related to the utilization of strategies must blend with using 2C2I1R pedagogical approaches. The link between the teaching standards and mandated pedagogy must have been established for improved practice in teaching and to achieve better learning outcomes. The study aimed to assess the extent of utilization of pedagogical approaches and awareness of proficient teachers on content knowledge and pedagogical objectives of PPST. Likewise, it identified the challenges in utilizing the constructivist, collaborative, inquiry-based, integrative, and reflective pedagogical approaches. The descriptive research design was employed in the study with a questionnaire as a data-gathering tool with focus group discussion. Respondents were 237 school heads and 366 proficient teachers from public elementary schools. In the utilization of pedagogical approaches, the constructivist assessment, organization of collaborative reflective groups, real-life inquiry activities, and integrative application were highly utilized but with deposition in using triangulation assessment and action research application. Content knowledge and pedagogical objectives dealing with the application of learners' background, vocabulary development, and creating classroom conditions for interaction were wellknown by teachers with second thoughts on using contradictory points and creative thinking tools, and off-classroom activity. When grouped according to profile variables, there is a significant relationship between the highest educational attainment and the utilization of pedagogical approaches as well as awareness of content knowledge and pedagogy. Transmitting critical and creative thinking and systematic investigation and revitalizing reflection were the challenges in implementing 2C2I1R pedagogical approaches. Based on the results of the study, the researcher proposed a teacher's management guide considering the inquiry-based and reflective approaches and guidelines in attaining the PPST pedagogical objectives.

Science process skills are important in improving students' cognitive development and solving scientific and real-world problems in the teaching and learning process. This study determined the utilization of teaching approaches in the development of science process skills with the end view of proposing instructional materials. The study covered the extent of utilization of teaching approaches and level of integrated science process skills. Likewise, it also investigated the issues and concerns in developing science process skills. The study employed the descriptive type of research and used researcher-made questionnaire, laboratory activity and the focus group discussion as main data gathering instruments used. Results from the findings revealed that science teachers utilized collaborative, constructivist, inquiry-based, and integrative approaches to a great extent. Also, no significant differences were noted in the extent of the use of collaborative, constructivist, inquiry-based and integrative approach in teaching science process skills. There is significant difference between the assessment of the school heads and science teachers in the extent of the utilization of the reflective approach. Grade 11 students also showed high achievement and perform the skills independently in the level of their performance in science process skills particularly inferring, interpreting data, predicting, drawing conclusions and generalization but performed least in controlling variables. Moreover, issues and concerns in developing science process skills include lack of ability to interpret due to limited understanding of concepts, insufficient knowledge or background about a particular topic, failure to identify dependent and independent variables, difficulty to expound and communicate observable facts and insights were. The proposed instructional activities for Grade 11 students contain different learning activities to enhance the integrated science process skills of students particularly the controlling variables utilizing reflective approach.

With the implementation of the Philippine Professional Standards for Teachers, the utilization of pedagogical approaches as mandated by RA 10533 is expected to reflect in achieving the teaching standards. Content knowledge and pedagogy as its domain directly related to the utilization of strategies must blend with using 2C2I1R pedagogical approaches. The link between the teaching standards and mandated pedagogy must have been established for improved practice in teaching and to achieve better learning outcomes. The study aimed to assess the extent of utilization of pedagogical approaches and awareness of proficient teachers on content knowledge and pedagogical objectives of PPST. Likewise, it identified the challenges in utilizing the constructivist, collaborative, inquiry-based, integrative, and reflective pedagogical approaches. The descriptive research design was employed in the study with a questionnaire as a data-gathering tool with focus group discussion. Respondents were 237 ...

The purpose of the study is to assess the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers' teaching-learning strategies significantly enhanced the instructional process in the classroom. It is recommended that teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.

Keywords: pedagogical approaches, instructional process, CIPP model of curriculum evaluation

The usage of digital technologies is arising day by day for humans learning from the past decades and it's becoming the integral part of education in future. Its importance and features are also growing for the betterment of human mankind. The Covid-19 pandemics effected all fields of the society and particularly education sector while following of social distancing. In order to keep education running, educational institutions have had to quickly adapt to the situation. This has resulted in an unprecedented push to online learning by implementing different pedagogical approaches. Many, including commercial digital learning platform providers, have rushed to provide their solutions. This study produces the connectivity and integration ratio along with pedagogical approaches in digital technologies throughout the present COVID-19 pandemic for getting optimal outcome. It addresses the following four topics: (1) the particular digital technologies that are used, (2) the specific generation who are using these digital technologies, (3) the particular activities of digital technologies that are used by people of the world., and (4) the particular effects of victimization of these digital technologies on humans throughout the pandemic. This study investigates the potential usage of digital applications like Facebook social network site to support faculty in implementing a social constructivist approach to facilitate student-centered learning. The basic purpose of this study is to review and analyze the impact of pedagogical approaches in an online distant learning through usage ratio.