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.
  • Views 653
  • Downloads 96

Article Details

Volume
Issue
Type
Language