Abstract
Knowledge of student-centred-pedagogies is necessary but not a sufficient condition for changing
classroom pedagogical practices. In addition to knowledge, school environment, administrative
support, student assessment system and prevailing teacher-centred practices need to be addressed
simultaneously to ascertain the pedagogical transformation. The schools in place, traditional methods
are mainly practised due to lack of infrastructure and facilities required for innovative pedagogies. In
recent past, our government has initiated Associate Diploma in Education (ADE) and Bachelor in
Education (B.Ed.) programs with the collaboration of the United States Assistance for International
Development (USAID) Education Project. Interactive pedagogies are suggested in the new curricula
for the transformation of the traditional system into an interactive system. The study involved B.Ed.
(Hons.) students enrolled in the University of Gujarat to observe their teaching practices to explore
student-centred teaching. It was four-week teaching practice, involved 15 prospective teachers, each
observed nine times; in this way, overall classroom observations were 108. Classroom observational
schedule and reflection form was used as a tool for data collection. Data were analyzed through
descriptive analysis of pedagogies used across the classroom sessions. The results of the study were
initially in favour of student-centred teaching minutely but with the passage of time, it declined due to
the influence of school culture, environment and traditional practices of teachers. There is little
evidence to support the shift from teacher centred to student-centred teaching because our classroom
culture, infrastructure and student experiences were not supportive for the purpose.
Nasir Mahmood, Zafar Iqbal. (2018) Student-centred Pedagogical Knowledge of Prospective Teachers and their Teaching Practices, Journal of Research and Reflections in Education, Volume 12, Issue 2.
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