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Teaching Styles in Afghan Upper Secondary Schools:: Reciprocal Teaching in Practices and Teachers’ Views of Daikundi province, Afghanistan.
2015 (English)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [en]

Since 2001 Afghan Ministry of Education (MoE) aimed to standardize curriculum and qualify school’s teachers in teaching and knowledge in order to improve quality and quantity of education. Ministry of Education somewhat achieved such goal to train teachers by establishing TTCs and satellite TTCs, and employing teacher educators in TTCs. While, school teachers’ teaching style is not proper as much as modern teaching methods require improving students’ learning. Besides, traditional teaching way is replacing with contemporary teaching styles which mostly consider on learners’ role in their learning and activities. And teachers’ teaching style plays the most important role in students’ learning achievements.

The current study is about teaching styles which focused on teachers’ perception and practices of Reciprocal Teaching (RT) in Daikundi province of Afghanistan. There researcher tended to reveal, to what extent teachers’ understanding and their daily practices reflect RT. Also teacher-students and those who did not trained in TTCs compared in perception and practices regarding RT.

The study took place in upper secondary schools in which questionnaire and class observation is used among language and social science teachers. The sample of study consisted of 110 school teachers which 57% or 63 of them were male and 43% or 47 of them were female teachers.

The present study found that teachers’ comprehending about teaching, still reflect a behavioristic approach in which most of teachers believed that teaching is an information transferring process for students. Also it found out teachers’ perception and their daily practices is different relative to RT. Further, study revealed that teachers preferred summarizing than predicting, questioning, and clarifying as indicators of RT. Moreover, there were no clear difference in perception and practices of teachers based on their educational background concerning to RT.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:kau:diva-36419OAI: diva2:821779
Subject / course
Applied Pedagogy
Educational program
Master of Education and Didactics (60/120 credits)
Available from: 2015-06-15 Created: 2015-06-15 Last updated: 2015-06-15Bibliographically approved

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