Abstract
One of the essential features of modern teaching strategies is
creating an interactive classroom environment. Such a
classroom environment, however, is hard to find in Pakistani
schools. Thismixed-methods research aims at exploring
Secondary school teachers’ experiences and problems of making
their classrooms interactive. Sample of the study included fifty
teachers from High (Secondary) schools (25 males and 25
females) from Khyber Pakhtunkhwa, Pakistan.The study uses
two tools of data collection i.e. questionnaire and interviews.
Qualitative data was analyzed thematically, while
Quantitativedatawas analysed and presented through simple
frequency count and percentages, for augmenting the qualitative
findings and triangulation purposes. Results reveal that most
teachers tried to promote effective schooling by adopting
learner-centered approaches during their teaching. They,
however, faced substantial barriers in applying such strategies.
These barriers included lack of cooperation between the head of
the schools and teachers, lack of resources, and traditional
school cultures that promoted teacher-centered approaches of
teaching. The study concludes that for the promotion of
interactive approaches in Pakistani schools, a culture of trust
and collaboration among the school staff, head teacher and
educational officials is essential.
Uzma Dayan, Abida Bano. (2018) Creating Interactive Classrooms: Barriers for the Teachers in Pakistan, Putaj Humanities And Social Science, Volume-25, Issue-2.
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