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LITERATURE REVIEW
Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs: A Theoretical Review
1
Department of Education, The Islamia University of Bahawalpur, PAKISTAN
2
Department of Educational Training, The Islamia University of Bahawalpur, PAKISTAN
3
Department of Education, Bahawalnagar Campus, Bahawalnagar, The Islamia University of Bahawalpur, PAKISTAN
4
Department of Educational Studies, Gent University, Ghent, BELGIUM
5
Department of Education, Bahauddin Zakariya University Multan, PAKISTAN
Online publication date: 2017-10-02
Publication date: 2017-10-02
Corresponding author
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6583-6596
KEYWORDS
ABSTRACT
Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers’ pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher’s pedagogical beliefs. The study recommends that the teachers’ cognitions i.e., teachers’ pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.
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