Exploring the Relationship between Instructional Practice and Pedagogic Beliefs of University Teachers
DOI:
https://doi.org/10.21015/vtess.v9i3.657Abstract
ABSTRACT
The study examines how the Pakistani university teachers’ classroom instructional practices are associated with their pedagogic beliefs. Quantitative survey method was used with 100 teachers, selected using convenient sampling method and working in public and private universities situated all over the Punjab. The data were analyzed using SPSS 21 and descriptive statistics like mean & standard deviation and inferential statistics including Pearson’s product moment correlation coefficient and simple linear regression analysis were applied to explore Pakistani university teachers’ beliefs and practices and the relationship between them. Further t-test and ANOVA were used to find out the effects of different demographic characteristics of teachers on their beliefs and practices. The result demonstrate that classroom instructional practices of teachers are significantly correlated with their pedagogic beliefs.
KEYWORDS
University, Teacher, Instructional Practice, Pedagogic Belief
References
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