Theoretical Preview of instructional Methods used by the prior experienced and non-experienced Prospective Teachers During Practice Teaching

Abstract

This study is an endeavor to compare Theoretical Preview of instructional Methods used by the prior experienced and non-experienced Prospective Teachers During Practice Teaching.  A quantitative study was used to achieve this goal. The sampling strategy for this study was convenient sampling. Prospective Teachers from Institute of Education & Research (IER) University of the Punjab Lahore, Pakistan (N=260) agreed to participate in this study. A web-based using Google form five-point Likert scale questionnaire was developed by researcher to examine their perceptions. It was consisted of 25 items which were divided into 5 factors such as; project method, demonstration method, lecture method, discussion method and role play method. The data indicated that there was no significant difference for the theoretical preview of methods used by experienced and non-experienced prospective teachers. It was found that prior experienced and non-experienced prospective teachers are insignificantly different because they are involved in innovative and advance teaching practice and learning