Innovative Pedagogical Practices of Secondary School Teachers: Insights into Modern Teaching Approaches

Abstract

This research was conducted to study innovative pedagogical practices among the secondary school teachers like flipped classroom, technology integration, project-based learning, blended learning, and feedback evaluation with limitations restricted to secondary-level teaching. Creative pedagogies play an instrumental role in the promotion of teaching and learning, and their implementation among different set ups is not equal. Methods like technology integration and feedback-based assessment are also on the rise, whereas less is known about the approaches of flipped- and blended learning, which are in need of systematic assessment. A quantitative descriptive survey design was utilised The study was done on 624 teachers in secondary schools by using a structured questionnaire. Descriptive statistics were used to determine levels of adaptation and gap analysis helped to determine discrepancies between the ideal practices and the ones that are being followed. The sample was split into the male and female teachers to determine the disparities that existed on gender basis. The results indicated that the most concerned practice was the use of technology (M=4.72) and feedback assessment(M =4.62). On the other hand, flipped classroom (M = 4.10) and blended learning (M = 4.50) were the least adopted ones. In the gap analysis, flipped classroom and blended learning appeared to be the most mismatched (M = 1.09 and 1.07, respectively), with a little adoption of project-based learning. The similarity was found in the patterns of adaptation and gaps obtained by visual analysis of the data obtained equally among the male and female teachers. The professional development must be aimed at developing skills of flipped and blended learning. Alongside, project- based learning must be introduced more systematically and continue the good practices in terms of use of technology and feedback/evaluation.