Professional Practice through Models of Teaching

Models of teaching possess a great scope in the field of educational technology, especially in terms of its classroom implementation which have drawn attention of the educationists in last few years. Some books have already been published including the pioneer work of available concerned with the feasibility and functionality of various teaching models in terms of their application in Indian formal teaching learning situation either at preservice level of teacher education or at professional practice stage in relation to the resource status of various educational institution to the resource status of various educational institutions especially at secondary level of education. Teaching of social sciences in general and Geography in particular is the another important aspect of educational practice and undoubltedly, of teacher education programmes too as it requires a lot of skills and techniques to bring conceptual clarity among the learners and to achieve the modern objectives of teaching geography in comparison to the traditional ways in which learning of geography was basically based on rote memory. This book is an attempt to fill gap between the traditional and modern professional practice for teaching of geography as it deals with two most significant models of teaching concerned with concept learning of the secondary school students known as the concept attainment and inductive teaching models. It throws light on the research activity undertaken in the field as well as justifies the need of using models of teaching to teach geography at secondary level by the school teachers and teacher educators, for their professional practice. It deals with the conceptual background as well as methodology of the research investigation undertaken alongwith the results obtained subsequently. Though no effort has been made to generalize the results considering it as the preliminary study which is required yet to be tested and experimented appropriateness and feasibility of using models of teaching under account at school level professional practice has certainly been justifiedly evidenced and thus recommended as a result oriented activity, the productive outcomes of which may be given a bit serious thinking and implementational opportunity, through further experimentation. Therefore, it could be said that this is not the end, it is not even the beginning of the end. But it is, perhaps, the end of the beginning, in the words of Churchill.