Comparison of Pedagogical Approaches as perceived by teachers of Special and Regular Schools: a challenge for inclusion

Humara Bano, Maria Shoaib Qureshi, Munawar Ahmed Malik


Pedagogy refers to the dynamic relationship between learning, teaching and culture. Pedagogical understanding of teaching methodology certainly helps in yielding the desired outcomes because successful teaching is much more than merely delivering the curriculum or the course. The present study was aimed to examine and analyze pedagogical understanding of the teachers about teaching methods. The sample of the study consisted of 200 teachers out of which 100 teachers were serving in special education institutes and 100 in general education institutes of Lahore city. Purposive sampling technique was used to select the sample. The perceptions of selected teachers were compared with respect to the subjects taught in class 5 like English, Urdu, Math, Science, social studies and Islamiat. A self-developed questionnaire was used to collect data on pedagogical understanding of general and special education teachers. Questionnaire comprised of 40 items. Reliability of questionnaire was .804. Data was collected by researchers by visiting different institutions. Data was analyzed and run mean values for each of the subject against different preferred methods used by general and special education teachers. Comparison was also made to investigate the pedagogical understanding of general and special education teachers about teaching methods. It was concluded that teachers need some more clear understanding about appropriateness of each of teaching method for different subjects particularly while teaching in inclusive setup when and where needed. If ignored may create a new challenge for the smooth running of inclusive setup. Recommendations were drawn on the basis of results.

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