The objectives of the study were: (1) To study the perceptions of teachers’ act of teaching. (2) To study the perception of teachers’ act of learning. (3) To study the integration between their perceptions and practice of learning and teaching. (4) To study teachers’ overt and covert responses regarding the practice. (5) To study classroom situation which teachers perceives. (5) To arrive at some qualitative and quantitative conclusions regarding their perceptions and practice in relation to some variables like: area, sex, qualification, experience and discipline of the study.
The hypotheses of study were: (1) There is no significant difference between the mean score of teachers of urban group and of town group. (2) There is no significant difference between the mean score of teachers of urban group and rural group. (3) There is no significant difference between the mean score of teachers of town and rural group. (4) There is no significant difference between the mean score of teachers of male group and female group. (5) There is no significant difference between the mean score of teachers of common stream group and of science stream group. (6) There is no significant difference between the mean score of teachers of graduate group and post-graduate group. (7) There is no significant difference between the mean score of teachers of 0-5 years experience group and of 16+ years experience group. (9) There is no significant difference between the mean score of teachers of 0-5 years experience group and of 16+ years experience group.
Purposive sampling was used. 250 teachers of secondary and higher secondary sections of Anand and Kheda districts were the sample of the study.
On the basis of responses on inventories of 250 teachers, 25 high scorers and 25 low scorers were selected for the classroom observation and interview. Teaching learning perception inventory, classroom observation inventory and interview schedule constructed by the investigator were used.
The study was naturalistic inquiry.
t-test and Chi-square test were used for quantitative analysis of data.
The findings of the study were: (1) All the statements are significant. This suggests that perceptions about teaching and learning practice are clearly at the side of statement of TLPI; and teachers have positive perception of teaching learning practices. (2) Most of the teachers believe that quality teaching should aim at behavioural change and developing understanding skills for life. (3) Teachers classroom practice is examination oriented and syllabus centered. (4) Methods taught at B.Ed. are not practically useful in classroom teaching because of lengthy syllabus, time constrain and large classes. (5) Almost all the teachers favor physical punishment for effective learning and high achievement. (6) Teachers accept that they have lost their professional effectiveness. (7) No harmony exists between what the teachers believed and what they practice. (8) Teachers define teaching’ as an intellectual activity of inspiring and guiding the students. (9) There are no significant differences in the mean scores based on area, sex, subjects, qualifications and experience. (10) Classes begin in a dull, rountinized manner, and students feel no stimulation for learning. (11) Mostly teachers write or mention the topic, organize the class, only some teachers revise it. No one ever tries to lead their students to the topic by preparing their mind-set, not they tell the students about their plan of working; teachers rarely employ various teaching techniques and use teaching aid; the over all general classroom atmosphere is serious, casual and autocratic. (12) Teachers perceived that the main aims of education are: developing a civilized person; character building; making students capable of enjoying a happy life and earning a social recognition in future; they are exam oriented and give importance to syllabus and result only; educational policies, political inference and teachers themselves are the main obstacles in fulfilling educational aims; teachers perceive effective classroom teaching as marked by students’ participation, expected responses; combination of knowledge and joy, development of students’ ability to think and satisfaction on the part of students as well as teacher; B.Ed. methods are believed to be useful but not feasible. (13) General perceptions of the teachers are that they are not able to put theory into practice. (14) Few teachers do try to make their teaching more effective by changing teaching methods, including self-discipline. (15) Teacher perceive students’ carelessness, low ability, students and teachers’ disinterest, lack of thirst for knowledge, teacher-principals’ relation, large classes, lengthy syllabus, heavy workload and examination systems as main obstacles to effective practice. (16) Some teachers believe that system of tuition is profitable. (17) Many teachers believe that parents and members of trustee board create positive effect on teaching-learning practice but some teachers believe otherwise. (18) Mainly teachers believe that home is more important than school for development of a child. (19) Many teachers praise teachers of today for having more knowledge, good qualifications and sincerity. (20) Teachers perceived students as giving importance to study, honoring teaching, having more talent than teachers, being regular and interested in learning; obedient’ learning good, conduct quickly, not harassing others, eager to ask questions and finally, friendly to teachers. (21) Some teachers accept that girls work harder than boys. (22) Teachers perceive their happiness in the class dependent upon students’ positive responses, a deep dive in the subject, use of teaching aids, teaching life values providing general knowledge beyond the syllabus and some witty remarks from the students.
Keyword(s): Inquiry, School Teachers’ Perception, Teaching and Learning, Teaching & Teacher Behaviour