UGC NET Research Methodology Notes 1

Introduction: 

    Research Methodology means an art of scientific investigation. The definition of research varies according to different researchers. One such definition of research, according to Redman and Mory is " Research is a systematized effort to gain new knowledge". This basically means Research is a walking from known things towards unknown things. It is basicallt a systematized process of discovery. 

Detention of research 

1. Research is an attitude of new discovery.
2. Research is an attempt to refine the facts.
3. Research is a scientific method.
4. Research is friendly, welcoming attitude towards a change.
5. Research is investigating something from known to unknown.
6.  Research means establishing new facts from known facts.

Meaning and characteristics of research

    Research is defined as the scientific investigation of phenomena which includes collection, presentation, analysis and interpretation of facts. 

The characteristics of research according to Jhon W.best anf James V.Kahn are:

1. Research is directed toward the solution of a problem
2. Research emphasizes the development of generalizations, principles, or theories that will be helpful in predicating future occurrences. Research goes beyond the specific objects, groups, or situations investigated and infer characteristics of a target population from the sample observed. Research is more than information retrieval, the simple gathering of information.
3. Research is based upon observable experience or empirical evidence. Certain interesting questions don not lend themselves to research procedures because they cannot be observed.
4. Research demands accurate observation and description. Researchers may choose to use quantitative measuring devices when possible. when this is not possible or appropriate to answer the researchers question, they choose from a variety of quantitative, or non quantitative, descriptions of their observations. 
5. Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose. the students are expected to read a number of encyclopedias, or periodic references and to synthesize the information in a written report. 
6. Although research activity may at times be somewhat random and unsystematic. it is more often characterized by carefully designed procedures that apply rigorous analysis.

Characteristics of research:

following are few important characteristics of any research:

• Empirical: Research is based on direct experience or observation by researcher.
• Logical: Research must be based on valid procedures and principles.
• Cyclical: Research is a cyclical process because it starts with a problem and ends with  a problem.
• Analytical: research utilized proven analytical procedures in gathering the data, whether historical, descriptive, and experimental and case study.
• Critical: Research exhibits careful and precise judgement. 
• Methodical: Research is conducted in a methodical manner without bias using systematic method and procedures.
• Reliability: The research design and procedures are replicated or repeated to anable the researcher to arrive at valid and occlusive results.

UGC NET TEACHING APTITUDE NOTES 2

Nature or Characteristic Features of Teaching

The characteristic features of teaching include the following:

1. It has different levels of teaching.
2. It takes place in a dynamic environment.
3. It is closely related to education, learning, instruction, and training.
4. It is essentially an intellectual activity.
5. It is an art as well as science.
6. It tends towards self-organization.
7. It is a social service.
8. It includes lengthy period of study and training.
9. It has high degree of autonomy.
10. It is a continuous process.
11. Teaching is a profession.

Different Levels of Teaching

Teaching takes place at three different levels -  

1. Memory level of teaching
2. understanding level of teaching and
3.  reflective level of teaching.

Memory Level of Teaching (MLT)

• the main proponent of memory level of teaching is Herbart. 
• It is the initial stage of teaching.
• It induces the habit of rote memorization of facts and bites of information.
• The teaching–learning process is basically ‘Stimulus–Response’ (S–R) here.
• It enables the learner to retain and also to reproduce the learnt material whenever required.
• The evaluation systems are oral, written, and essay-type examination.
• Good memory includes rapidity in learning, stability of retention, rapidity in recalling, and ability to bring only desirable contents to the conscious level.

Understanding Level of Teaching (ULT)

• Morrison is the main proponent of understanding level of teaching.
• It is ‘memory plus insight’ as it goes beyond just memorizing of facts. It focuses on mastery of the subject.
• It makes pupils understand the generalizations, principles, and facts.
• It provides more and more opportunities for the students to develop the ‘intellectual behavior’.
• It provides active role for both the pupil and the teacher for the assimilation of facts
• The evaluation systems are both essay and objective-type questions.

Reflective Level of Teaching (RLT)

• Hunt is the main proponent of reflective level of teaching.
• It is the highest level of teaching and includes both Understanding Level of Teaching  and Memory Level of Teaching.
• It is problem-centric approach of teaching..
• Classroom environment is to be open and independent. The learners are motivated and active.
• The aim is to develop the reflective power of learners so that they can solve problems of their lives by reasoning, logic, and imagination, and lead successful and happy lives.
• Primary place occupied by pupil and the and the teacher is in secondary place
• Essay-type test is used for evaluation. Attitude, belief, and involvement are also evaluated.

UGC NET TEACHING APTITUDE NOTES 1

Introduction

Teaching aptitude is an evaluation of candidates who want to be in teaching profession on the basis of their knowledge and skills. It refers to must have qualities required to become a successful teacher. This includes qualification, intelligence, attitude, and many other qualities expected from a person who wants to become a successful teacher.

Apart from teaching concepts, teaching objectives, teaching methods, and teaching aids that are specifically mentioned in the syllabus, many questions have been asked on classroom situations in NET examination. The ensuing discussion will help candidates to correctly comprehend these types of questions.

Concept of Teaching

Teaching can be both formal and informal. Informal teaching is starts from the family or within community, during initial years of life. It is also called home schooling. formal teaching on the other hand is carried out by paid professionals called editors, teachers or faculty.

Teaching can be defined in the following ways:

Teaching is the purposeful direction and management of the learning process.

Teaching is skillful application of knowledge, experience, and scientific principles with an objective to set up an environment to facilitate learning.

Teaching is a planned activity, and effective teaching depends on the following

    (a) How clearly the students understand what they are expected to learn

    (b) How accurately their learning can be measured.

Teaching is a process in which the learner, teacher, and other variables are organized in a systematic way to attain some predetermined goals

Teaching is an activity that causes the child to learn and acquire the desired knowledge and skills and also the desired ways of living in the society.

Basic Teaching Models

There is no basic model of teaching that augurs well for all the situations. Two contrasting models are discussed here; these models separately or in combination could be used for different courses.

Instructor-centered Teaching

    Instructor-centered teaching is a conventional approach. In this method, the instructor, more or less, controls the material to be learned and the pace of learning while presenting the course content to the students. The purpose of this method of learning is to acquire and memorize new knowledge or learn new skill.

    Instructor-centered teaching can also be described as ‘pedagogical approach’. Pedagogy is the art and science of teaching. It determines ‘how the teaching occurs, the approach to teaching and learning, the way the content is delivered, and what the students learn as a result of the process’.

    In pedagogical approach, the learner is dependent upon the instructor for all learning, and the teacher assumes full responsibility for what is taught and how it is learned. The teacher or instructor evaluates the learning processes of the students.

Learner-centered Teaching

    In this model, the learner is mostly self-directed, and is responsible for his/her own learning. The students learn best not only by receiving knowledge but also by interpreting it, that is, learning through discovery and, at the same time, setting the pace of their own learning. In this method, the instructors facilitate the learning of participants and help them by offering opportunities to learn themselves and acquire new knowledge and develop new skills. This type of teaching is also referred to as andragogical approach.

Self-evaluation is also the characteristic of this approach.